摘要：AbstractThis study aims to identify technological pedagogical and content knowledge (TPACK) among undergraduate physics education degree students at Universiti Teknologi Malaysia (UTM). A paper-and-pencil test was used to collect data on their conceptual understanding of Archimedes’ principle. They were also requested to write a teaching lesson plan for the topic of Archimedes’ principle. The data gathered was analysed qualitatively using content analysis. The finding indicates that, these respondents possessed many alternative conceptions in the buoyancy concept and more interestingly, those who have not undergone the Teaching Practice (TP) demonstrated more alternative conceptions compared to those who have. Moreover, those who have undergone TP tended to use question-and-answer method to deliver this topic.
