The Future of Education

This study identifies,  describes, and treats Physics misconceptions held by pre-service teachers. The target population of this study consisted of science and technology education students at Palestine Technical University Khadouri-Alarroub Branch. A multiple choice test was used to assess Physics misconceptions among the pre-service teachers and examine their their  conceptual change process. Six Physics concepts were selected and taught to the participants in the conceptual change workshop (concepts with low scores in the pre-test). Conceptual change lessons were designed depending on the 5E model to teach the Physics concepts by the researcher. These conceptual change lessons were applied in one group experimental design workshop which was implemented in two phases. The six physics concepts were randomly assigned to the two phases. 5E model with practical experiments was used to teach three misconceptions in phase 1. While 5E model with independent study computer simulations were used to teach the other three concepts in phase 2. Fifteen teachers participated in this two phases conceptual change workshop which was conducted in both the science lab and the computer lab. The time on task was one hour for learning each concept. Worksheets, and misconception test were used as data collection tools to answer the research questions. Pre-test and Post test results indicated that 5E model (both by independent study simulations and practical experiment) was effective in eliminating teachers’ misconceptions. Through this conceptual change workshop, the participants were also able to transfer learning and improve their understanding of untreated misconceptions.