PRE-SERVICE SCIENCE TEACHERS’ PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS

Shao-Na Zhou; Hua Xiao

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PRE-SERVICE SCIENCE TEACHERS’ PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS

Title	PRE-SERVICE SCIENCE TEACHERS’ PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS
Publication Type	Journal Article
Year of Publication	2018
Authors	Zhou, S-N, Xiao, H
Journal	Journal of Baltic Science Education
Volume	17
Issue	4
Start Page	649-661
Pagination	Continuous
Date Published	August/2018
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	mechanics domain, pre-service science teachers’ predictions, student learning difficulties, students` knowledge
Abstract	The ability to predict students’ ideas or performances is commonly recognized as an indicator to measure teachers’ knowledge of student learning difficulties. This research focuses on identifying pre-service science teachers’ knowledge of student learning difficulties on Mechanics, as well as comparing pre-service science teachers’ predictions to student reasoning on the causes of their learning difficulties. The populations consist of 479 pre-service science teachers and 1,020 students taking physics as a separate science course. Two versions of the questionnaires are designed, with teacher- and student- oriented questions separately. From the results, inconsistencies are observed between two groups of populations. Pre-service science teachers either over- or under-predict student learning difficulties in some special domains. The results show that the physics content knowledge factor attracts great attention from both students and pre-service science teachers as the cause of student learning difficulties. The research results are important for pre-service science teachers to realize the gap between their own perspectives and students’ actual learning difficulties.
URL	http://oaji.net/articles/2017/987-1533709007.pdf
DOI	10.33225/jbse/18.17.649
Refereed Designation	Refereed
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