Abstract:

This study was undertaken to describe pre-service elementary teachers’ misconceptions about various aspects of light, shadow and mirror images before they learn the geometrical optics at the university level. The participants of the study were 317 junior and sophomore level students studying at the departments of science and computer education. Students’ misconceptions were assessed via a revised three-tier geometrical optics misconception test. Its’ validity and reliability evidences were rechecked. The findings denoted that the revised test is a valid and reliable measuring tool for assessing pre-service elementary teachers' misconceptions of  geometrical optics. The internal consistency of the test was measured via Cronbach alpha and it was found as 0.65. The results revealed that most of the pre-service elementary teachers have limited conceptual understanding and they hold 12 prevalent misconceptions in geometrical optics. The instructors can consider the findings of current study while making their teaching plans for geometrical optics for pre-service science and computer elementary teachers.

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