The main purposeof this study is to develop teaching strategies for “Model-Based Co-construction” to promote students’ understanding of a scientific model of seasonal change. In particular, the researchmethodis cognitive conflict strategies and teacher feedback in interaction with the students a reexamined in the context of pre-service elementary teachers at J. National University of Education in South Korea. The research resultsshow that prompting learners’ scientific model reconstruction through cognitive conflict strategies and teacher-student interaction could be a promising tool to enhance science teaching of astronomical subject matter that is resistant to conceptualchange. The research implicationis that Model-Based Co-construction provides a graduated approach to learning that is highly applicable to the history of science and its ongoing evolution.
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