Abstract
The subject matter competence in physics related topics of 147 inservice junior secondary science teachers in Hong Kong was identified using a true-or-false instrument based on a framework conceptualized by the authors. The findings of this study showed that teachers are weak both in factual knowledge and conceptions in these topics. Although physics majors outperform nonphysics majors significantly in the test, their own performance is by no means satisfactory on criterion referenced terms. Items incorrectly answered by over 40% of the teachers are listed with corrections given. The sources of conceptual mistakes and specific remedial measures were elaborated for items incorrectly answered by more than 60% of the teachers. General implications and possibilities for improvement in tertiary education, science teaching, and teacher education were discussed.
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Yip, D.Y., Chung, C.M. & Mak, S.Y. The Subject Matter Knowledge in Physics Related Topics of Hong Kong Junior Secondary Science Teachers. Journal of Science Education and Technology 7, 319–328 (1998). https://doi.org/10.1023/A:1021819225169
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DOI: https://doi.org/10.1023/A:1021819225169