FRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS’ CONCEPTIONS OF VECTOR-KINEMATICS

TitleFRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS’ CONCEPTIONS OF VECTOR-KINEMATICS
Publication TypeJournal Article
Year of Publication2016
AuthorsGovender, N, Dega, BG
JournalJournal of Baltic Science Education
Volume15
Issue3
Start Page325-339
PaginationContinuous
Date PublishedJune/2016
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1211242
Keywordsalternative conceptions, categories of conceptions, conceptual knowledge, framework analysis method, vector-kinematics
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’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.

URLhttp://oaji.net/articles/2016/987-1482422449.pdf
DOI10.33225/jbse/16.15.325
Refereed DesignationRefereed
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