Type:

Other

Description:

This article discusses the results of a four-year study of the conceptions of energy held by science teachers in training. Concludes that the group held a number of different alternative conceptual frameworks. The most important findings of this study can be summarized as follows. Despite their pre-service training, future physics high school teachers: think that energy is a concrete entity and not an abstract idea, do not accept the idea of energy degradation, and confuse the concepts of energy and force.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Concept Formation,Knowledge Base for Teaching,Education,Longitudinal,NSDL,Undergraduate (Upper Division),Education Foundations,Energy,Undergraduate (Lower Division),Content Knowledge,Geoscience,Physics,Higher Education,NSDL_SetSpec_439869,problem solving,Misconceptions,Teacher Characteristics,Assessment,oai:nsdl.org:2200/20061003065652006T,Graduate/Professional,Alternative Conceptions

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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