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How do students in training to be primary school teachers in Argentina and Israel understand the concept of energy? Do they hold correct scientific views that will enable them to instruct their future pupils accurately? Are there fundamental differences between students studying in these different populations? Students’ energy conceptions, expressed on a two-part written questionnaire, showed similarities and differences for Israeli and Argentinean students, as well as for first and second year students in each country. In general, there is a serious discrepancy between both Israeli and Argentinean student teachers’ understanding of energy and the accepted scientific concept. If this fundamental concept is to be used in a correct way in classroom, then every effort must be made to help teachers develop their understanding.
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