The understanding levels of preservice teachers' of basic science concepts' measurement units and devices, their misconceptions and its causes (original) (raw)
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Exploring Pre-Service Teachers' Previous Knowledge on Fundamental Physical Quantities of Measurement
https://www.ijrrjournal.com/IJRR\_Vol.8\_Issue.11\_Nov2021/IJRR-Abstract07.html, 2021
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2012
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IJRDO - Journal of Mathematics, 2023
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Even though one of the prerequisites of inquiry-based science classes is acquiring measuring skills, there is not enough emphasis in the schools today on developing these skills. The current study, which has been designed with the thought that this situation may be caused by the fact that teachers do not have a sufficient level of measurement skills, aims to clarify knowledge of some basic quantities (length, mass, weight, volume, temperature and time), create awareness about fundamental skills in measuring related quantities, and develop these basic skills for the benefit of pre-service science teachers (n=73). The experimental study, which has been designed using a mixed research methodology, includes both qualitative and quantitative research methods, uses a skillobservation form and researcher observation notes, as well as pre-test, post-test and retention tests. This research, which focuses on developing measurement activities, reveals the importance of not only knowledge and skill integration but also of continuity in teaching measuring skills. In addition, recommendations have been set forth for the effective use of measurement tools in basic science education courses and some measurement activities have been suggested.
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Problem Statement: It is unknown how Science Teacher Candidates (STCs) recognize measuring instruments and indicate units that STCs will teach to their students, which they will constantly come across when they become teachers. Determining this case is important because it is believed that the results of this study will support the implementations that provide them with the ability to improve their measuring skills during their undergraduate programs. Purpose of the Study: The aim of this study is to determine how knowledge of STCs, in regard to measuring instruments and the units of qualities measured by these instruments, change according to their grades. Method: The sample of this study, which was carried out according to cross-sectional research methodology, was comprised of 259 STCs (freshmen [N = 58], sophomores [N = 68], juniors [N = 67], and seniors [N = 66]) at the department of elementary science teacher education in the faculty of education of a state university. The Measuring Instruments and Units Questionnaire (MIUQ), which is comprised of 17 measuring instruments that take place in science education programs and textbooks
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Students' different background knowledge determines their quality of conceptions towards a specific subject in college. This research sought to uncover the profile of misconceptions experienced by 48 students of Primary School Teaching Major, studying Science in University of Muhammadiyah Gresik. The educational background of the students in high school were different. They came from natural science, social science and culinary departments and were divided into three groups accordingly. The identification method used was CRI (Certainty of Response Index) which is a model of correct and incorrect statements accompanied by reasons and level of confidence in answering questions. The research instrument was also supported by interviews. The findings of the study were: (1) The misconception of natural science was experienced by all the three students; (2) of the three groups, natural science students had the lowest misconception compared with the social science and culinary students; (3) the causes of misconceptions of natural sciences were related to improper answers due to certain terms and expressions; the relationship between the concept and meaning of the sentence which is too general or too narrow; not understanding the concept completely, lack of curiosity in doing exam items, never studying the concept before, and the incomplete delivery concept of high school teachers; and finally (4) psychological factors that accompany the occurrence of misconceptions included the feeling of tense and embarrassment in the interview of this research. The researcher suggests that there should be a matriculation program of five major subjects in the department of Primary School Teaching Major especially in the first year of courses supported by the reasonable ratio of students in one class that meets its capacity.
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Serious doubt have been raised in the Physics Chief Examiner's report of the West African Examination Council of Ghana of both physics-1 (theory) and physics-2 (practical) as to whether science students really understand measurement of physical quantities. In view of this, the researcher use a mixed designed method to gather data from SHS3 physics students' on their understanding of data processing of length and time. A population of 422 SHS3 physics students were sampled and a three item questionnaire on distance and time administered in order to find out whether the problem enumerated by the Chief Examiners' of Physics concerning physics students exist and were either with the set paradigm or the point paradigm concept. Also twenty SHS3 physics were purposively selected and interviewed in order to validate students' written responses. The study revealed that students do not have an understanding of using repeat in data set, anomaly in data set and straight line graph of data by the set paradigm concept i.e. all the three items on data processing of students (i.e. UR, AN, and SLG) were in line with the point paradigm concept of measurement. Also students seemed to have difficulty in plotting straight line graph by the use of lines of best fit.
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Results of the international research, for example TIMSS, show that student’s understanding of geometrical contents is often below the level in comparison the contents of other areas of mathematics. For revealing the cause, we focused on the beginning of primary school mathematical education, searching for the basic results of the lower achievements of students in this field. We studied achievements o students of the first grade in the field of Measuring and Measurements, with the stress on measuring length. The aim of the paper was to determine in which extent the students of the first grade were successful in mastering the term of measuring length, which is composed on components upon which the procedure of measuring is established. The following components are in question: dividing, sequencing the measuring unit, transitivity, conservation, accumulation of the distance and relation between the measuring number and measuring unit. Descriptive method was used. The basic conclusion of the paper are that there is a huge gap concerning adoption of the term measuring length and the components out of which it is composed, as well as that the existing mathematics syllabus in those days, which influenced the work of teachers and authors of the course book did not offer sage basis and support to teachers’ work. New syllabus for the first grade contains some changes in accordance with the results of our research. Nevertheless, for the further research we suggest observing the forming of the term measuring length through all its components, and this would be through practical stimulation and special experience of students, as well as through examples in which the students would observe the relations of the objects in space, compare the sizes of the bodies, etc.