Preservice physics teachers knowledge about and use of students pre instructional thinking


European Science Education Research Association, 31 August - 04 September 2009

  • Publication Type: Conference Paper / Summary Text
  • Middle East Technical University Affiliated: Yes


The purpose of this study was to understand preservice physics teachers’ knowledge about and use of students’ pre-instructional thinking in their instructional practices. The data were collected in an instructional methods course designed for preservice physics teachers (PST). Two types of data sources were used: PSTs’ written predictions about students’ pre-instructional thinking for some specific physical situations and their microteaching practices. The analyses of data showed that although PST’s have knowledge about students’ pre-instructional thinking at some level, they could not use it in their instructional practices at the expected level. PSTs seemed to lack the ability to integrate students’ pre-instructional thinking into their instructional practices because of the problems related to their pedagogical knowledge and subject matter knowledge. In terms of pedagogical knowledge, PSTs do not know how to cope with different types of pre-instructional knowledge. Regarding subject matter knowledge, PSTs do not have strong subject matter knowledge to use it flexibly during their instructional practices.