An Analysis of Preservice Elementary Teachers' Conceptual Difficulties in Learning Integrated Science Concepts
DOI:
https://doi.org/10.57125/FED.2025.09.25.08Keywords:
alternative conceptions, conceptual difficulties, integrated science, preservice teachersAbstract
Learning science concepts presents significant challenges for students across all educational levels, especially in primary schools. However, little research has been carried out on preservice teachers’ understanding of core science principles at Colleges of Education. This study examined the conceptual difficulties faced by preservice teachers when learning integrated science using a cross-sectional survey design. Data were collected through a two-tier diagnostic test administered to 255 preservice teachers, who were selected through simple random sampling. The average item difficulty index scores for basic electronics, balancing chemical equations, and infectious and non-infectious diseases were 0.35, 0.19, and 0.26, respectively. The study identified 75 alternative conceptions, including both factual and conceptual misunderstandings, with the greatest challenges found in balancing chemical equations and basic electronics. In basic electronics, preservice teachers exhibited 41 alternative conceptions, consisting of 23 (56.1%) factual and 18 (43.9%) conceptual misunderstandings. For balancing chemical equations, 26 were identified: 17 (65.4%) factual and 9 (34.6%) conceptual. In infectious and non-infectious diseases, eight were recorded, with 5 (62.5%) factual and 3 (37.5%) conceptual. Overall, balancing chemical equations posed the most difficulty, followed by infectious and non-infectious diseases and basic electronics. The study recommends implementing instructional strategies that promote conceptual change to improve preservice teachers’ understanding and reduce misconceptions. The educational implications of these findings are discussed.
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