Remedying science student teachers' misconceptions of force and motion using worksheets based on constructivist learning theory

Abstract

This study aims to remedy science student teachers' misconceptions of force and motion using worksheets. The study was carried out with thirty eight science student teachers (SSTs) who were in their first grade in a Faculty of Education in Turkey. The subject studied in small groups of 3-4 students. To elicit their ideas before and after intervention, interviews about instances by help of individual cards were conducted with thirteen ones who were selected by randomly. Pre-instructional interviews revealed of that SSTs thought that a force starting motion continues to act on an object during motion. However, post-instructional interviews data revealed that worksheets are effective in instructional tools on remedying their misconceptions by encouraging them to discuss and explore the force and motion subjects. It is concluded that worksheets encouraged and motivated SSTs in joining to activities. They also frankly explained their own ideas about the examined subjects by interacting with the others and and also teacher. © Sila Science.