A Longitudinal Study of Physics Students' Conceptions on Energy in Pre-Service Training for High School Teachers

摘要

How physics students teachers' understanding of energy develops during their pre-service high school teacher university program? How do their physics and Didactics courses influence their energy conceptions? Do university physics students in pre-service training to be high- school teachers finally hold correct scientific views that will eventually allow them to plan and implement instructional strategies that, in turn, will lead their future high school students to achieve a scientific concept of energy? The results of a longitudinal study dealing with this issues will be discussed in this manuscript.