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, Chunbin Zhang 1
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1 South China Normal University
* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.1203a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 3, pp. 373-385

Publication date: 01 Jul 2016

Article Views: 578

Article Downloads: 307

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