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The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions
Dissertation (MEd)--University of Pretoria, 2013.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613577509076992 |
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| access_status_str | Open Access |
| author2 | Gaigher, Estelle |
| author_browse | Gaigher, Estelle |
| author_facet | Gaigher, Estelle |
| collection | Thesis |
| dc_rights_str_mv | © 2014 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2013. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/43187 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:21.763Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/43187 The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions Gaigher, Estelle Fraser, William John Moodley, Kimera Misconceptions Electricity Pedagogical Content Knowledge Subject Matter Knowledge UCTD Dissertation (MEd)--University of Pretoria, 2013. This study explored the relationship between teachers’ ideas on teaching electricity and their awareness of learners’ misconceptions. A sample of six participants was conveniently selected from six different schools in an urban setting. A multi case design was used, treating each participant as a separate case. Data were collected using a questionnaire and interview. Each question in the questionnaire was designed to probe teachers’ knowledge, understanding and addressing of well-known misconceptions about circuits as reported in the literature. Interviews focused on teachers’ ideas about content and teaching methods. Results were interpreted using an existing Pedagogical Content Knowledge (PCK) model as conceptual framework. It was found that teachers’ understanding of misconceptions ranged from minimal to insightful. Their strategies to correct misconceptions included teaching factually, mathematically, practically and conceptually. It was found that those teachers who were well aware of their learners’ misconceptions also held ideas that science teaching should focus on conceptual understanding and that various teaching methods should be used. Conversely, teachers who demonstrated poor understanding of misconceptions tended to view and teach concepts as isolated facts. It is argued that the relationship between teachers’ ideas and their awareness of misconceptions is one of cyclic reinforcement rather than simple cause and effect. The results also showed that teachers’ qualifications play a significant role in their ability to facilitate understanding of concepts in electric circuits. A new hierarchical model of pedagogical content knowledge is proposed to explain the results of this study. lk2014 Science, Mathematics and Technology Education MEd Unrestricted 2015-01-19T12:11:13Z 2015-01-19T12:11:13Z 2014/12/12 2013 Dissertation Moodley, K 2013, The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/43187> M14/9/353 http://hdl.handle.net/2263/43187 en © 2014 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Misconceptions Electricity Pedagogical Content Knowledge Subject Matter Knowledge UCTD The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions |
| title | The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions |
| title_full | The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions |
| title_fullStr | The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions |
| title_full_unstemmed | The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions |
| title_short | The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptions |
| title_sort | relationship between teachers ideas about teaching electricity and their awareness of learners misconceptions |
| topic | Misconceptions Electricity Pedagogical Content Knowledge Subject Matter Knowledge UCTD |
| url | http://hdl.handle.net/2263/43187 |