Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions
| العنوان: | Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions |
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| المؤلفون: | Kimera Moodley, Estelle Gaigher |
| المصدر: | Research in Science Education. 49:73-89 |
| بيانات النشر: | Springer Science and Business Media LLC, 2017. |
| سنة النشر: | 2017 |
| مصطلحات موضوعية: | Teacher perceptions, Science instruction, Computer science, media_common.quotation_subject, 05 social sciences, 050301 education, Science teachers, Science education, Teacher education, Education, Content analysis, Perception, ComputingMilieux_COMPUTERSANDEDUCATION, Mathematics education, 0501 psychology and cognitive sciences, Content knowledge, 0503 education, 050104 developmental & child psychology, media_common |
| الوصف: | An exploratory case study involving six grade 9 science teachers was undertaken to probe how teachers’ understanding of learners’ misconceptions relate to their perceptions about teaching simple circuits. The participants’ understanding of documented misconceptions in electricity were explored by means of a questionnaire, while their perceptions about teaching electric circuits were also explored in the questionnaire, followed by a semi-structured interview. Results were analysed using content analysis and interpreted using pedagogical content knowledge as a theoretical lens. The results indicated that understanding learners’ misconceptions did not always correlate with conceptual perceptions about teaching electric circuits. While fair understanding of misconceptions was demonstrated by teachers who studied Physics at undergraduate level, only those who also held qualifications in Education showed conceptual perceptions about teaching electricity. Teachers who did not study Science Education revealed technical perceptions, focused on facts, demonstrations and calculations. From these results, a developmental model for pedagogical content knowledge was proposed. It was recommended that teacher education programs should involve misconceptions and also facilitate the development of conceptual perceptions about teaching. |
| تدمد: | 1573-1898 0157-244X |
| DOI: | 10.1007/s11165-017-9615-5 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_________::05f621b95f6d96b31e0d2110e489598f https://doi.org/10.1007/s11165-017-9615-5 |
| Rights: | OPEN |
| رقم الانضمام: | edsair.doi...........05f621b95f6d96b31e0d2110e489598f |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 15731898 0157244X |
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| DOI: | 10.1007/s11165-017-9615-5 |