Abstract:

This paper describes an investigation of the conceptions and misconceptions of energy conversion held by students at primary and secondary schools and student teachers at a faculty of education. The study employed developmental research methodology. In order to collect the data, both a conceptual understanding test and semi-structured interviews were used. Before the main study, a pilot study was con- ducted with 45 students, thereby, some revisions could be done to improve the test’s quality. A total of 95 students (35 from primary, 35 from secondary and 25 from university) responded to the test, which consisted of questions that require written answers. In addition, interviews were conducted with 15 students in total. The data from the test and interviews showed that the concept of energy conversion were not fully understood by the students. Misconceptions have been determined at all levels of education. Implications for curriculum and school education are drawn from the results.  

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