Development Of Pre-service Physics Teachers’ Conceptual Understanding Of Electric Circuits: A Case Of Peer Inquiry Intervention

Abstract

Conceptual knowledge of physics concepts is a necessity for physics teachers, and for this reason it should be properly addressed in teacher education. In this study, we look at pre-service physics teachers’ conceptual learning during experimental peer inquiry sessions at University of Jyväskylä. The learning gain was measured by using the DIRECT concept inventory as pre- and post-test. The test items were categorized to measure different aspects of understanding direct current circuits and electric concepts. During the sessions, majority of participants improved their score, with an average normalised change of 0.34. The method was successful in teaching properties and application of concepts but was less successful when it came to learning more theoretical principles of concepts. The method showed good potential, and it’s benefits for teacher education should be further researched.