A Study on Student Teachers' Misconceptions and Scientifically Acceptable Conceptions About Mass and Gravity

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dc.contributor.authorGonen, Selahattin
dc.date.accessioned2024-04-24T16:02:16Z
dc.date.available2024-04-24T16:02:16Z
dc.date.issued2008
dc.departmentDicle Üniversitesien_US
dc.description.abstractThe aims of this study were considered under three headings. The first was to elicit misconception that science and physics student teachers (pre-service teachers) had about the terms, inertial mass'', gravitational mass'', gravity'', gravitational force'' and weight''. The second was to understand how prior learning affected their misconceptions, and whether teachers' misconceptions affected their students' learning. The third was to determine the differences between science and physics student teachers' understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken, it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics lessons, and their logical thinking level was fairly good.en_US
dc.identifier.doi10.1007/s10956-007-9083-1
dc.identifier.endpage81en_US
dc.identifier.issn1059-0145
dc.identifier.issn1573-1839
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-38949189972
dc.identifier.scopusqualityQ1
dc.identifier.startpage70en_US
dc.identifier.urihttps://doi.org/10.1007/s10956-007-9083-1
dc.identifier.urihttps://hdl.handle.net/11468/14717
dc.identifier.volume17en_US
dc.identifier.wosWOS:000269975100007
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofJournal of Science Education and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMassen_US
dc.subjectGravityen_US
dc.subjectAttitudeen_US
dc.subjectLogical Thinkingen_US
dc.titleA Study on Student Teachers' Misconceptions and Scientifically Acceptable Conceptions About Mass and Gravityen_US
dc.titleA Study on Student Teachers' Misconceptions and Scientifically Acceptable Conceptions About Mass and Gravity
dc.typeArticleen_US

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