Fen Bilgisi Öğretmen Adaylarının Statik Elektrik Konusu İle İlgili Karşılaştıkları Kavramsal Zorluklar

Year 2021, Issue: 31, 957 - 967, 31.12.2021

Said Doğru

https://doi.org/10.31590/ejosat.913290

Cited By: 3

Abstract

Static electricity is an introduction to electricity in all high school and university Physics textbooks. Definitions of static electricity phenomena are not clear, including in higher education. This research was conducted to determine the fundamental difficulties that teacher candidates encounter in explaining static electricity. They conducted electrostatic experiments focusing on different electricity in the Introduction's context to Physics Laboratory Lesson. At the end of the class, the data were collected through the reports they wrote. The qualitative content analysis method was used in the analysis of the data. The convenient sample comprises 400 science teacher candidates (270 girls and 130 boys). The analysis showed that teacher candidates had significant difficulties in conceptualizing the microscopic processes - with inductive loading - that explain this phenomenon. Some observe that the different roles played by electrons in conductors and insulators pose difficulties for science teacher applicants. The findings emphasized microscopic models during macroscopic experimental processes. This may help teacher candidates to understand the role of electrons in conductors and insulators and the different mechanisms involved in electrification.

Keywords

kavramsal zorluklar, öğretmen adayları, içerik analizi, static electricity

Conceptual Difficulties Encountered By Science Teacher Candidates In Static Electricity

Abstract

Static electricity is an introduction to electricity in all high school and university Physics textbooks. Definitions of static electricity phenomena are not clear, including in higher education. This research was conducted to determine the fundamental difficulties that teacher candidates encounter in explaining static electricity. They conducted electrostatic experiments focusing on different electricity in the Introduction's context to Physics Laboratory Lesson. At the end of the class, the data were collected through the reports they wrote. The qualitative content analysis method was used in the analysis of the data. The convenient sample comprises 400 science teacher candidates (270 girls and 130 boys). The analysis showed that teacher candidates had significant difficulties in conceptualizing the microscopic processes - with inductive loading - that explain this phenomenon. Some observe that the different roles played by electrons in conductors and insulators pose difficulties for science teacher applicants. The findings emphasized microscopic models during macroscopic experimental processes. This may help teacher candidates to understand the role of electrons in conductors and insulators and the different mechanisms involved in electrification.

Keywords

Conceptual challenges, teacher candidates, content analysis,

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