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ERIC Number: EJ1148079
Record Type: Journal
Publication Date: 2017-Jun
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1303-0485
Determining Science Teacher Candidates' Academic Knowledge and Misconceptions about Electric Current
Sert Çibik, Ayse
Educational Sciences: Theory and Practice, v17 n3 p1061-1090 Jun 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A