Teaching Electric Circuits: Teachers' Perceptions and Learners' Misconceptions

Autor/inn/en	Moodley, Kimera; Gaigher, Estelle
Titel	Teaching Electric Circuits: Teachers' Perceptions and Learners' Misconceptions
Quelle	In: Research in Science Education, 49 (2019) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moodley, Kimera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9615-5
Schlagwörter	Electronics; Equipment; Science Instruction; Science Teachers; Grade 9; Secondary School Science; Secondary School Students; Misconceptions; Teacher Attitudes; Pedagogical Content Knowledge; Physics; Teacher Characteristics; Teacher Education; Educational Background; Undergraduate Study + Suchen Sie Ihr Suchwort? Elektronik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Missverständnis; Lehrerverhalten; Pädagogische Kompetenz; Physik; Lehrerausbildung; Lehrerbildung; Vorbildung; Grundstudium
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01