Misconceptions Among Primary School Teachers – The Contribution of Sociodemographic Factors
DOI:
https://doi.org/10.18690/Keywords:
identification of misconceptions, science teaching, sociodemo-graphic factors, questi-onnaire Misconceptions of Teachers in Science.Abstract
With the aim of examining the contribution of sociodemographic factors to differences in the recognition of misconceptions, the Misconceptions of Teachers in Science ques-tionnaire was developed. This study addresses two main objectives: evaluating the reli-ability of the newly designed questionnaire and examining the influence of sociodemo-graphic factors on the identification of scientific misconceptions among elementary school teachers. The results indicate that the questionnaire exhibits satisfactory reliabil-ity. A statistically significant difference in the recognition of misconceptions was found based on gender and place of employment.
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