Abstract:

The aim of this study was to determine how pre-service science teachers describe the electric field. The participants were 146 pre-service science teachers attending a state university in the 2015-2016 academic year. In the study the survey method and an achievement test with open ended questions were used. The data were analyzed deductive way. Findings show that pre-service science teachers had some alternative conceptions and learning difficulties about electric field. Possible causes for developing alternative conceptions may be the use of electrical force in teaching the electric field the delivering of the subject in a short time and the limitations in the presentations in text-books. To minimize the formation of alternative conceptions and learning difficulties one may suggest making the pre-service science teachers familiar with gravitational field vectors before introducing the electric filed, to describe the electric field using vectors instead of filed lines, and to improve the graphical representations in the textbooks. The study showed that although pre-service science teachers had achieved some learning outcomes about the electric field, they were not at the desired level.

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