Teacher Attitudes Towards Misconceptions in Physics Learning

Abstract

This is a study of the relationship between teachers' views about
misconceptions in secondary physics learning and their classroom
teaching practices. An in-depth exploration of individual teacher
viewpoints was conducted using Q methodology. A 50-statement Q sample
was sorted by 23 physics teachers (14 experienced and 9 novices). Items
were obtained from the literature and were chosen after pilot testing
with a group of trainee graduate science teachers. Results showed three
distinct viewpoints that reflected the "conception of misconceptions" in
physics learning of two thirds of the participant teachers. Factors
found were: tolerant/positive acceptance, confrontational/non-acceptant
or less aware/indifferent about the nature of misconceptions and how to
address them. Little difference was seen between the views of novice and
experienced teachers. Implications for the next stage of research are
discussed.