NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ884072
Record Type: Journal
Publication Date: 2010-Apr
Pages: 37
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0950-0693
Prospective Teachers' Difficulties in Interpreting Elementary Phenomena of Electrostatic Interactions: Indicators of the Status of Their Intuitive Ideas
Criado, Ana Maria; Garcia-Carmona, Antonio
International Journal of Science Education, v32 n6 p769-805 Apr 2010
Student teachers were tested before and after a teaching unit on electrostatic interactions in an attempt to consider their intuitive ideas and concept development. A study was made of students' explanations of basic interactions: those between two charged bodies, and those between a charged body and a neutral body. Two indicators of the cognitive status of the explanations were investigated: "context dependence" and "certainty or confidence index". This allowed cognitive comparisons to be established between the explanations of different electrostatic interactions, and between the degrees of difficulty they represent for satisfactory conceptual evolution. The greatest difficulties were found with explanations of the phenomena of electrostatic induction. The sample consisted of 52 students in primary school teacher education who participated in a teaching unit designed to overcome these obstacles. (Contains 2 tables, 10 figures and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A