Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law
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South China Normal University
Publication date: 2016-07-01
Corresponding author
Shaona Zhou   

South China Normal University, 387 Outer Ring Road,South China Normal University, Guangzhou Higher Education Mega Center,Panyu District, 510006 Guangzhou, China
EURASIA J. Math., Sci Tech. Ed 2016;12(3):373-385
There is widespread agreement that science learning always builds upon students’ existing ideas and that science teachers should possess knowledge of learners.

Materials and methods:
This study aims at investigating pre-service science teachers’ knowledge of student misconceptions and difficulties, a crucial component of PCK, on Newton’s Third Law. A questionnaire was designed and conducted to 143 pre-service science teachers enrolled in a normal university in China. A comparison between participants’ predictions and student actual outcomes was detected.

The result revealed a tendency for pre-service science teachers to under-predict the problem-solving ability of senior high school students. Furthermore, most pre-service science teachers neglected two common learning difficulties in Newton’s Third Law.

It seems that there is a need to help pre-service science teachers be aware of their own misunderstandings about students.

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