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Misconceptions about the Concepts of Continuity and Continuity Equation by Physics Undergraduates in Teacher Capacity Development Program

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  • E.Mudzamiri

    (Bindura University of Science Education, Zimbabwe)

  • T.Manyeredzi

    (Bindura University of Science Education, Zimbabwe)

  • N. Zezekwa

    (Bindura University of Science Education, Zimbabwe)

Abstract

This qualitative study inspired by Constructivist Theory ideas identified misconceptions held by 40 purposively selected Teacher Capacity Development Program part 1.2 physics undergraduate students concerning the concept of Continuity and the Continuity Equation. The study was conducted at a state university in Zimbabwe .The main argument being that, if learning is based on prior knowledge, then instructors must know the misconceptions held by their students so that they can provide learning environments for development of learners from their current understandings. Identification of the misconceptions was done through a Multiple-True- False diagnostic test. Analysis of the ethically collected data revealed twenty six misconceptions held by the students which instructors can target when teaching the two concepts. The researcher challenges future researches to identify the sources of the misconceptions and their categories.

Suggested Citation

  • E.Mudzamiri & T.Manyeredzi & N. Zezekwa, 2021. "Misconceptions about the Concepts of Continuity and Continuity Equation by Physics Undergraduates in Teacher Capacity Development Program," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(12), pages 388-393, December.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:12:p:388-393
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