CONCEPTUAL DIFFICULTIES PRE-SERVICE PRIMARY TEACHERS HAVE WITH STATIC ELECTRICITY
Journal Title: Journal of Baltic Science Education - Year 2019, Vol 18, Issue 2
Abstract
Static electricity is the introductory chapter to electricity in all high school and university Physics textbooks. The interpretations of static electricity phenomena are not obvious, even in higher education. This research was conducted to identify the major difficulties which pre-service primary teachers encounter in explaining static electricity. They conducted electrostatic experiments focused on different types of electricity, in the context of an Introductory Physics Laboratory Course. The data were collected through the reports they wrote at the end of the course. The qualitative content analysis method was used in order to analyze the data. The sample, which was a convenient one, consisted of 200 pre-service primary teachers, 170 females and 30 males. The analysis showed that pre-service primary teachers have considerable difficulty conceptualizing the microscopic processes – more specifically, charging by induction – that explain these phenomena. The different roles electrons play in conductors and insulators seemed to pose difficulties for pre-service primary teachers. The findings implied an emphasis on microscopic models during macroscopic experimental processes. This could help pre-service primary teachers to understand the role of electrons in conductors and insulators and the different mechanisms involved in different types of charging.
Authors and Affiliations
Constantina G. Stefanidou, Konstantina D. Tsalapati, Anastasia M. Ferentinou, Constantine D. Skordoulis
Keywords
Related Articles
- EP ID EP503209
- DOI 10.33225/jbse/19.18.300
- Views 87
- Downloads 0
COMPARISON ON VIEWS OF NATURE OF SCIENCE BETWEEN MATH AND PHYSICS STUDENTS
University lecturers stress the importance of science and non-science students developing informed views of nature of science. However, few previous researches have conducted to explore students’ NOS views within specifi...
DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS
This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with te...
THE EFFECTS OF ELECTIVE COURSE DESIGNED WITH DIFFERENT CONTENTS ON PRE-SERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND KNOWLEDGE ABOUT ORGANIZING CURRICULUM BASED FIELD TRIPS
This research examined the effect of a course designed with different content on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum-based trips. A pre-test post-test quasi expe...
MENTORING ON SCIENCE TEACHER EDUCATION IN RUSSIA AND INTERNATIONAL PERSPECTIVES
Nowadays, mentoring as an educational form of Russia’s occupational activity is undergoing fundamental changes due to the variety of interrelated factors affecting the mentoring system. The requirements for the mentoring...
DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS
Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational...