Detection of Preservice Science Teacher Misconception about Force and Motion

Abstract

In this study, it is aimed to determine some basic concepts and misconceptions about force and motion that pre-service science teachers encounter in physics and science courses. Misconceptions are thought to be one of the important factors that make conceptual learning difficult. Therefore, it is extremely important to consider this situation during the concept teaching process in teaching environments in order to increase the effectiveness of teaching. In the spring term of the 2022-2023 academic year, the force and motion achievement test consisting of 20 questions was applied to 64 students studying in the first and second year of Kırıkkale University Science Teaching. In many recent studies on science education, it has been observed that students generally have some preliminary knowledge on many subjects and these are effective in their subsequent science learning. The data of the study were analyzed using the descriptive method, one of the qualitative research techniques. A multiple choice force and motion concept test was applied to pre-service science teachers to detect misconceptions. Then, the rate of correct answers by the students for each question in the applied test was calculated as a percentage, and misconceptions were identified by presenting them in a table. In my research, the choices other than the correct answers were chosen as misconceptions. As a result of the study, it was determined that the students had many misconceptions about force and motion. Finally, some suggestions were made for researchers, educators and programmers to eliminate the misconceptions that were detected at a very high level.

Keywords: Concept, Science Educations, Force and Motion, Misconception

DOI: 10.7176/JEP/14-23-09

Publication date:August 31^st 2023