Abstract
The conceptions of energy of the pre-service high school biology teachers were identified by means of a two-part written questionnaire which was presented to them in the first day of class. These students: are considerably anthropocentric in their associations, their choice of pictures and their alternative conceptual frameworks; hold a number of different alternative conceptual frameworks when describing physical situations, instead of the accepted scientific concept; think that energy is a concrete entity; do not accept the idea of energy conservation and energy degradation; confuse the concepts of energy and force.
Original language | English |
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Pages (from-to) | 31-46 |
Number of pages | 16 |
Journal | International Journal of Science Education |
Volume | 19 |
Issue number | 1 |
DOIs | |
State | Published - Jan 1997 |
ASJC Scopus subject areas
- Education