HOW STUDENT TEACHERS UNDERSTAND DISTANCE FORCE INTERACTIONS IN DIFFERENT CONTEXTS
- 186 Downloads
In this paper, we describe empirical research on the recording of primary school and preschool student teacher conceptions of the concept of distant force interactions in different contexts related to the school curriculum for this subject. For this objective to be achieved, we undertook ten semi-structured interviews with student teachers. Based on the findings from these interviews, we developed a written ten-item questionnaire that was distributed to 264 first-year student teachers at three Greek universities. The main findings of our research are that a significant number of students: (i) experience difficulty in recognizing the interactions in different contexts, and even in different cases within the same context; (ii) place the arrow representing the force on the body that exerts it and not on that which accepts it; and (iii) hold the alternative view that the larger the body interacting, the greater the force it exerts. Based on the above results, as well as in the ways in which they seem to be related, we developed hypotheses, potentially able to lead to the construction of a teaching–learning sequence, which focuses on the comprehension of force as the measure of a unified concept of interaction between two entities.
Key Wordsalternative conceptions distance force interactions learning in different contexts physics education student teachers’ content knowledge
Unable to display preview. Download preview PDF.
- Driver, R., Squires, A., Rushworth, P. & Wood–Robinson, V. (1998). Making sense of the secondary Science, 280–285. Typothito, Athens (Greek translation).Google Scholar
- Duit, R. & Treagust, D. (1998). Learning in science—From behaviourism towards social constructivism and beyond. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 3–26). Dordrecht, The Netherlands: Kluwer Academic Publishers.Google Scholar
- Ioannides, C. & Vosniadou, S. (2002). The changing meanings of force. Cognitive Science Quarterly, 2(1), 5–62.Google Scholar
- Kruger, C., Summers, M. & Palacio, D. (1990b). Adding forces—a target for primary science INSET. British Journal of In-Service Education, 16(1), 45–52.Google Scholar
- Ministry of Education. (2004). A cross thematic curriculum framework for compulsory education. http://www.pi-schools.gr/programs/depps/index_eng.
- Stavy, R., Tamir, P. & Tirosh, D. (2002). Intuitive rules: The case of “More A-more B”. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 217–231). Kluwer Academic Publishers.Google Scholar