• Rakesh Kumar
• Himani Sharma
• Karishma Sharma

In the present study the teachers have planned their classroom proceedings in a framework that allows for strengths of informal environments to be used in formal classroom settings. The study focuses on preservice teacher’s natural dispositions towards “Tested Pre-concepts of the Learners”. These are tested in terms of Teacher's Gender, Nature of School Management and School Type. In the study relevant graphs related to this focus have been drawn and interpreted. ‘Statistical Descriptives’ of the same have also been interpreted as part of the study. In conclusion, the study did not find any significant difference in pre-service teachers’ response to “Tested Pre-concepts of the Learners” in terms of Teacher's Gender, Nature of School Management and School Type. Pre-concepts of the learners are important in the sense that the further concept development is based on it. If the pre-concepts of the learners remain unaddressed these may hamper the development of scientific concepts. This has the potential to derail the whole progression of the learner in the scientific realm. The teachers attempt to identify these are the precursors to addressing them in timely and effective manner. For the teachers to attempt identifying the pre-concepts they have to cultivate the dispositions to test their presence. The present study contributes to the understanding what factors may or may not influence the process.

Informal learning environments in science, learning strands, Science Classrooms, Pre-service teacher education, Teacher's Gender, Nature of School Management, School Type, Testing Pre-concepts of the Learners

"Exploring Some Research Gaps in Testing Pre-concepts of the Learners in Science Classrooms", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 3, page no.689-705, March-2018, Available :http://www.jetir.org/papers/JETIR1803376.pdf

"Exploring Some Research Gaps in Testing Pre-concepts of the Learners in Science Classrooms", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 3, page no. pp689-705, March-2018, Available at : http://www.jetir.org/papers/JETIR1803376.pdf