- Title
- Misconceptions in electrostatics among learners at university entry point: a South African case study
- Creator
- Muthiraparampil, Susamma Thomas
- Subject
- Electrostatics -- Learners -- Education (Tertiary)
- Date Issued
- 2012
- Date
- 2012
- Type
- Thesis
- Type
- Masters
- Type
- M Ed
- Identifier
- vital:18450
- Identifier
- http://hdl.handle.net/11260/d1007755
- Description
- The study explored misconceptions in electrostatics and their origins amongst learners at entry point in a South African University. Available literature showed misconceptions in electrostatics amongst High School learners and confirmed textbooks as one of the sources of misconceptions. It was therefore important to look for misconceptions in electrostatics amongst first year Bachelor of Science (B.Sc 1) learners in physics courses and their origins at the start of the academic year. The study also explored educators' misconceptions in the topic to check whether they could also be a source of learners' misconceptions. The results were intended to give guidance on how to eliminate learners' misconceptions at school rather than carrying them to higher education institutions. The study used the ex-post facto research design and was a case-study. The ex-post facto research design enabled the researcher to investigate whether one or more pre-existing conditions have possibly caused the existing problem of misconceptions. The sample consisted of 198 learners from B.Sc 1 physics course and 28 educators from 15 High Schools in one education district in the Eastern Cape Province of South Africa. The data were collected through questionnaires, analysis of textbooks, and interviews. The Statistical Package for Social Sciences (SPSS) version 17 was used for quantitative analysis whereas categorization and coding were used for qualitative analysis. The study revealed that learners had misconceptions in electrostatics. The origins of misconceptions were traced to educators, textbooks, intuition, daily language and lack of hands-on activities. It emerged from the study that educators also had misconceptions and the cause of their misconceptions were textbooks, websites and gaps in content knowledge. The recommendations from the study were the following: identify preliminary knowledge of learners during introduction of the lesson; introduce the iii constructivist approach to teaching in the teacher training curriculum so that learners at school can be taught using the same approach; frequent upgrading of educators through inservice workshops to reduce educators' misconceptions which, in turn, will help to reduce the misconceptions among learners; introduction of conceptual change textbooks.
- Format
- Format
- 168 leaves
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Walter Sisulu University
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