DIAGNOSING AND OVERCOMING PRE-SERVICE PRIMARY TEACHERSʼ SCIENTIFIC MISCONCEPTIONS
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Date
2024
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Plovdiv University Press "Paisii Hilendarski"
Abstract
This article aims to present a study focused on diagnosing and describing scientific misconceptions among pre-service primary school teachers. These misconceptions pose significant challenges to effective teaching in subjects such as social studies and natural science and must be addressed to improve educational outcomes. The goal of the study is to identify these misconceptions, understand their origins and persistence, and propose interventions. The research tasks include developing a diagnostic tool, analyzing data, and suggesting strategies for intervention. The study employs a mixed-methods approach, combining quantitative and qualitative analyses of diagnostic data to provide a comprehensive understanding of these misconceptions. Key findings include the identification of several prevalent misconceptions and an analysis of the reasons for their occurrence. The study also highlights the difficulties in correcting these misconceptions. Conclusions emphasize the need for targeted strategies to enhance the academic preparation of primary school teachers. Recommendations include the implementation of targeted training strategies in teacher education programs to effectively address and correct these scientific misconceptions.
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Keywords
Scientific Misconceptions, Pre-service Teacher Education, Conceptual Understanding, Educational Interventions