Determining Science Teacher Candidates’ Academic Knowledge and Misconceptions about Electric Current


DOI: 10.12738/estp.2017.3.0530 

Year: 2017 Vol: 17 Number: 3


The aim of this study is two-fold. Its first aim is to determine science teacher candidates’ knowledge (academic success) and misconceptions about electric current and its second aim is to compare these results across participants’ year of study and gender. A total of 132 teacher candidates studying in their 2nd, 3rd, and 4th years in Gazi University’s Department of Science Education of the Gazi Education Faculty in Turkey participated in this study. Data were collected using the survey model. The Electrical Current Concept Test and semi-structured interview questions were used as data collection tools. The results of the study revealed that while there are no meaningful differences between students’ academic success regarding electric current based on their year of study, there are meaningful differences based on the gender of participants, with males scoring more favorably. The findings also revealed that teacher candidates have many misconceptions related especially about to such concepts of current, electric field, generators, supply emf, and potential difference. Furthermore, it was observed that teacher candidates held misconceptions about the function of magnetic fields and energy conversion in electric power-plants, a subject dealt with in the context of alternating current.

Science teacher candidates, Electric current, Academic success, Misconception, Grade level, Gender

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