期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2016
卷号：12
期号：3
页码：373-385
DOI：10.12973/eurasia.2016.1203a
出版社：Pamukkale Univ Dept Sci Education
摘要：There is widespread agreement that science learning always builds upon students' existing ideas and that science teachers should possess knowledge of learners. This study aims at investigating pre-service science teachers' knowledge of student misconceptions and difficulties, a crucial component of PCK, on Newton's Third Law. A questionnaire was designed and conducted to 143 pre-service science teachers enrolled in a normal university in China. A comparison between participants' predictions and student actual outcomes was detected. The result revealed a tendency for pre-service science teachers to under-predict the problem-solving ability of senior high school students. Furthermore, most pre-service science teachers neglected two common learning difficulties in Newton's Third Law. It seems that there is a need to help pre- service science teachers be aware of their own misunderstandings about students.
关键词：pre-service teachers; knowledge of students; newton's third law; student ; difficulties
