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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.
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