Pre-Service Science Teachers' Procedural and Conceptual Understanding on Electric Field

Autor/inn/en	Karal Eyüboglu, Isik Saliha; Ipek Akbulut, Hava; Saglam Arslan, Aysegül
Titel	Pre-Service Science Teachers' Procedural and Conceptual Understanding on Electric Field
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 21 (2021) 1, Artikel 7 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Preservice Teachers; Energy; Knowledge Level; Teacher Competencies; Concept Formation; Science Education; Scientific Concepts; Methods; Science Process Skills + Suchen Sie Ihr Suchwort? Energie; Wissensbasis; Lehrkunst; Concept learning; Begriffsbildung; Naturwissenschaftliche Bildung; Method; Methode
Abstract	The purpose of this study is to examine the understanding levels of pre-service science teachers related to the concept of electric field within the framework of procedural and conceptual knowledge. The examination questions and the pre-service science teachers' answer sheets are used as data. The questions are analysed according to PCK (Procedural Conceptual Knowledge) taxonomy suggested by Phuong (2019) while pre-service science teachers' answers are analyzed according to the levels determination scale of Abraham et al. (1994). The findings show that the lecturer favours conceptual rather than procedural knowledge in the assessment and evaluation processes and accordingly achievements of the participants are higher in conceptual questions than in procedural questions where they struggle. Based on the results, we suggest that activities related to both conceptual and procedural understanding, as well as various complex tasks requiring high-level cognitive skills and multiple representations, be included in the teaching. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01