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Asia-Pacific Forum on Science Learning and Teaching, Volume 21, Issue 1, Article 7 (Dec., 2021) |
Pre-service science teachers’ procedural and conceptual understanding on electric field
Işık Saliha KARAL EYÜBOĞLU, Hava İPEK AKBULUT and Ayşegül SAĞLAM ARSLAN*
Fatih Faculty of Education, Trabzon University, TRABZON, TURKEY
*Corresponding Author's E-mail: asaglam-arslan@trabzon.edu.tr
Received 30 Oct., 2020
Revised 28 Dec., 2021
The purpose of this study is to examine the understanding levels of pre-service science teachers related to the concept of electric field within the framework of procedural and conceptual knowledge. The examination questions and the pre-service science teachers' answer sheets are used as data. The questions are analysed according to PCK (Procedural Conceptual Knowledge) taxonomy suggested by Phuong (2019) while pre-service science teachers' answers are analyzed according to the levels determination scale of Abraham et al. (1994). The findings show that the lecturer favours conceptual rather than procedural knowledge in the assessment and evaluation processes and accordingly achievements of the participants are higher in conceptual questions than in procedural questions where they struggle. Based on the results, we suggest that activities related to both conceptual and procedural understanding, as well as various complex tasks requiring high-level cognitive skills and multiple representations, be included in the teaching.
Keywords: Electric field, conceptual knowledge, procedural knowledge, pre-service science teachers
