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A preliminary survey of conception on force, gravity and electric circuits among physics teachers from the public high schools in Central Visayas / by Peter T. Dayot.

By: Material type: TextSeries: GS-DocEd-DissDescription: iv, 273 leaves : ill. (black & white.) ; 28 cm leavesContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): LOC classification:
  • GS (DocEd-Dis) LG 221 D35 G73 A6 E38 A36 1993 D39
Dissertation note: Graduate dissertation (Doctor of Education) -- Foundation University, 1993. Summary: This study conducted a preliminary survey of physics teachers from public high schools in Central Visayas to determine their conceptions and possible misconceptions regarding force, gravity, and electric circuits. The research assessed teachers' understanding of fundamental physics concepts and identified areas where alternative conceptions may influence classroom instruction. Findings were intended to contribute to the improvement of physics teaching, teacher training programs, and science education in the region. Similar studies have shown that physics teachers may hold misconceptions in force, motion, gravity, and electric circuits that can affect student learning outcomes. :contentReference[oaicite:0]{index=0}
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Dissertation Foundation University Library Thesis, Dissertation GS (DocEd-Dis) LG 221 D35 G73 A6 E38 A36 1993 D39 (Browse shelf(Opens below)) Available 0232026007004

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Graduate dissertation (Doctor of Education) -- Foundation University, 1993.

Includes bibliographical references and appendices.

This study conducted a preliminary survey of physics teachers from public high schools in Central Visayas to determine their conceptions and possible misconceptions regarding force, gravity, and electric circuits. The research assessed teachers' understanding of fundamental physics concepts and identified areas where alternative conceptions may influence classroom instruction. Findings were intended to contribute to the improvement of physics teaching, teacher training programs, and science education in the region. Similar studies have shown that physics teachers may hold misconceptions in force, motion, gravity, and electric circuits that can affect student learning outcomes. :contentReference[oaicite:0]{index=0}

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