@article {505,
	title = {FRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPTIONS OF VECTOR-KINEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-339},
	abstract = {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{\textquoteright}s theory of meaningful learning which relates individuals{\textquoteright} 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 (na{\"\i}ve, 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. },
	keywords = {alternative conceptions, categories of conceptions, conceptual knowledge, framework analysis method, vector-kinematics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.325},
	url = {http://oaji.net/articles/2016/987-1482422449.pdf},
	author = {Nadaraj Govender and Bekele Gashe Dega}
}
