Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law
Shaona Zhou 1  
,  
Yanlin Wang 1
,  
 
 
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South China Normal University
CORRESPONDING AUTHOR
Shaona Zhou   

South China Normal University, 387 Outer Ring Road,South China Normal University, Guangzhou Higher Education Mega Center,Panyu District, 510006 Guangzhou, China
Publish date: 2016-07-01
 
EURASIA J. Math., Sci Tech. Ed 2016;12(3):373–385
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ABSTRACT
Background:
There is widespread agreement that science learning always builds upon students’ existing ideas and that science teachers should possess knowledge of learners.

Materials and methods:
This study aims at investigating pre-service science teachers’ knowledge of student misconceptions and difficulties, a crucial component of PCK, on Newton’s Third Law. A questionnaire was designed and conducted to 143 pre-service science teachers enrolled in a normal university in China. A comparison between participants’ predictions and student actual outcomes was detected.

Results:
The result revealed a tendency for pre-service science teachers to under-predict the problem-solving ability of senior high school students. Furthermore, most pre-service science teachers neglected two common learning difficulties in Newton’s Third Law.

Conclusions:
It seems that there is a need to help pre-service science teachers be aware of their own misunderstandings about students.

eISSN:1305-8223
ISSN:1305-8215