Teaching electric circuits : teachers’ perceptions and learners’ misconceptions

dc.contributor.authorMoodley, Kimera
dc.contributor.authorGaigher, Estelle
dc.contributor.emailkimera.moodley@up.ac.zaen_ZA
dc.date.accessioned2018-02-08T10:29:55Z
dc.date.issued2019-02
dc.description.abstractAn exploratory case study involving six grade 9 science teachers was undertaken to probe how teachers’ understanding of learners’ misconceptions relate to their perceptions about teaching simple circuits. The participants’ understanding of documented misconceptions in electricity were explored by means of a questionnaire, while their perceptions about teaching electric circuits were also explored in the questionnaire, followed by a semi-structured interview. Results were analysed using content analysis and interpreted using pedagogical content knowledge as a theoretical lens. The results indicated that understanding learners’ misconceptions did not always correlate with conceptual perceptions about teaching electric circuits. While fair understanding of misconceptions was demonstrated by teachers who studied Physics at undergraduate level, only those who also held qualifications in Education showed conceptual perceptions about teaching electricity. Teachers who did not study Science Education revealed technical perceptions, focused on facts, demonstrations and calculations. From these results, a developmental model for pedagogical content knowledge was proposed. It was recommended that teacher education programs should involve misconceptions and also facilitate the development of conceptual perceptions about teaching.en_ZA
dc.description.departmentScience, Mathematics and Technology Educationen_ZA
dc.description.embargo2020-02-01
dc.description.librarianhj2018en_ZA
dc.description.sponsorshipThe National Research Foundationen_ZA
dc.description.urihttps://link.springer.com/journal/11165en_ZA
dc.identifier.citationMoodley, K. & Gaigher, E. Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions. Research in Science Education (2019) 49: 73-89. https://doi.org/10.1007/s11165-017-9615-5.en_ZA
dc.identifier.issn0157-244X (print)
dc.identifier.issn1573-1898 (online)
dc.identifier.other10.1007/s11165-017-9615-5
dc.identifier.urihttp://hdl.handle.net/2263/63898
dc.language.isoenen_ZA
dc.publisherSpringeren_ZA
dc.rights© Springer Science+Business Media Dordrecht 2017. The original publication is available at : https://link.springer.com/journal/11165.en_ZA
dc.subjectTeacher perceptionsen_ZA
dc.subjectPedagogical content knowledge (PCK)en_ZA
dc.subjectMisconceptionsen_ZA
dc.subjectElectric circuitsen_ZA
dc.titleTeaching electric circuits : teachers’ perceptions and learners’ misconceptionsen_ZA
dc.typePostprint Articleen_ZA

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