<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nadaraj Govender</style></author><author><style face="normal" font="default" size="100%">Bekele Gashe Dega</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS’ CONCEPTIONS OF VECTOR-KINEMATICS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">alternative conceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">categories of conceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">framework analysis method</style></keyword><keyword><style  face="normal" font="default" size="100%">vector-kinematics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482422449.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Current research in physics shows that pre-service teachers have poor content knowledge in vector-kinematics. This study describes the types of categories of conceptions pre-service teachers display in vector-kinematics. Descriptive and interpretive qualitative research was conducted in which the data were concept maps from 28 third-year pre-service teacher volunteers in a physics module at a university. Participants were supported in the use of CmapTools to draw their concept maps of vector-kinematics. This study was guided by Ausubel’s theory of meaningful learning which relates individuals’ new knowledge to relevant concepts they already possess. Framework thematic analysis revealed seven knowledge categories with differing extensiveness: two of conceptual knowledge (hierarchical and relational), three of alternative conceptions (naïve, lateral, ontological) and two of mixed conceptions and loose ideas. The findings showed a lack of higher level conceptual understanding of vector-kinematics. The study has implications for the teaching and learning of vector-kinematics. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">325-339</style></section></record></records></xml>