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.
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.
It seems that there is a need to help pre-service science teachers be aware of their own misunderstandings about students.
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
EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 3, 373-385
Publication date: 01 Jul 2016
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