Speaker
Description
A sound understanding of fundamental concepts is a key goal of science education; however, both pre-service and in-service teachers often demonstrate limited conceptual understanding, particularly in direct current (DC) circuits. Grounded in constructivist learning theory, which emphasizes the role of prior knowledge in meaningful learning, this study highlights the importance of diagnostic assessment before instruction. The Inventory of Basic Concepts in DC Circuits (IBC-DC) was employed to evaluate participants’ conceptual understanding and identify misconceptions. The study aimed to determine: (i) the extent to which second-year pre-service teachers understand basic DC circuit concepts, and (ii) the level of understanding among in-service teachers. The instrument was administered prior to formal instruction and professional development workshops, respectively. Findings reveal notable gaps in conceptual understanding across both groups, underscoring the need for targeted instructional interventions. The study demonstrates the value of concept inventories in informing effective teaching strategies in physics education.
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