This research study investigated conceptions about buoyancy held by 55 elementary preservice teachers enrolled in a science methods course who participated in an instructional intervention designed to increase their knowledge about buoyancy. Pre- and post-concept maps were analyzed using a paired sample t test and thematic analysis was used to interpret narratives, drawings, and interview data. There was a statistically significant difference (t = −3.504, p = .001) in the total number of scientifically correct concepts for the pre-concept maps (M = 0.51, SD = .879) and post-concept maps (M = 1.25, SD = 1.542). The total number of accurate propositions increased between the pre- and post-concept maps. The drawings revealed that most participants (66%) had alternative conceptions about how gravity is related to buoyancy and the role it plays in floating and sinking. Data from the interviews triangulated with other data sources that showed gains in scientific conceptions such as opposing forces (53%) and surface area (33%), while documenting the persistence of serious alternative conceptions about floating and sinking (49%), the key role of fluid density (56%), and density of an object (62%).

这项研究调查了参加科学方法课程的55名基础职前教师所持有的浮力概念，他们参加了旨在增加其浮力知识的教学干预。使用配对样本t检验对概念图前后进行了分析，并使用主题分析来解释叙述，图纸和访谈数据。有统计学显著差异（吨 = -3.504，p  = 0.001）中的科学正确的概念用于预概念图（总数中号 = 0.51，标准差= 0.879）和后概念图（中号 = 1.25，SD = 1.542）。在概念图前后，准确命题的总数增加了。图纸显示，大多数参与者（66％）对重力与浮力之间的关系以及重力在漂浮和下沉中的作用有不同的看法。访谈中的数据与其他数据源进行了三角剖分，这些数据显示了科学概念的发展，例如反作用力（53％）和表面积（33％），同时记录了关于浮动和下沉的严重替代概念（49％）的持久性，这是关键流体密度（56％）和物体密度（62％）的作用。