Abstract:

The ability to predict students’ ideas or performances is commonly recognized as an indicator to measure teachers’ knowledge of student learning difficulties. This research focuses on identifying pre-service science teachers’ knowledge of student learning difficulties on Mechanics, as well as comparing pre-service science teachers’ predictions to student reasoning on the causes of their learning difficulties. The populations consist of 479 pre-service science teachers and 1,020 students taking physics as a separate science course. Two versions of the questionnaires are designed, with teacher- and student- oriented questions separately. From the results, inconsistencies are observed between two groups of populations. Pre-service science teachers either over- or under-predict student learning difficulties in some special domains. The results show that the physics content knowledge factor attracts great attention from both students and pre-service science teachers as the cause of student learning difficulties. The research results are important for pre-service science teachers to realize the gap between their own perspectives and students’ actual learning difficulties.

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