Assessment of pre-service physics teachers’ conceptual understanding in electricity and magnetism
Abstract
This study focused on an assessment of pre-service physics teachers’ conceptual understanding of physics in the domain of electricity and magnetism concepts. The study employed a descriptive survey method of research. The study sample consisted of 100 pre-service physics teachers from five teacher education colleges during the academic year 2021/21. The study used preliminary data from a PhD dissertation that was gathered by administering a conceptual understanding test on electricity and magnetism, which contained 32 items adapted from standardized tests. The data were analyzed using descriptive statistics, one sample t-tests, independent samples t-tests, and one-way ANOVA. The results of the one sample t-test showed that the conceptual understanding test scores for electricity and magnetism were considerably below 50 and 70 which are the national standard pass mark points and the baseline for certification of competency to the teaching profession, respectively. ANOVA analysis revealed that there was a statistically significant mean difference among the pre-service physics teachers in the colleges. The post hoc test analysis showed that there was a statistically significant mean difference between pre-service teachers from two colleges. The independent samples t-test revealed that there was statistically significant mean difference between test scores of males and females in favor of male pre-service physics teachers. In addition, the participation of female candidates was too low compared to their male counterparts. In conclusion, the achievement of pre-service physics teachers was below the expected values; differences among colleges were detected; and there was an achievement and participation imbalance in relation to gender, though consecutive measures were taken. Based on the conclusions, recommendations are given that could be applicable.
References
Adolphus, T. (2019). Why Students in Secondary Schools Choose not to do Physics? Implications For Policy and Practice in Developing Countries. European Scientific Journal ESJ, 15(34), 103–124. https://doi.org/10.19044/esj.2019.v15n34p103
Ahmad, S. (2014). Teacher Education in Ethiopia: Growth and Development. African Journal of Teacher Education, 3(3), 1–20. https://doi.org/10.21083/ajote.v3i3.2850
Alemu, M. (2015). Peer Tutors Led Argumentation and Ethiopian Pre-Service Teachers’ Physics Content Achievement and Physics Epistemology (Unpublished Doctoral Dissertation).
Alemu, M., Tadesse, M., Michael, K., & Atnafu, M. (2019). Pre-Service Physics Teachers’ Physics Understanding and Upper Primary Teacher Education in Ethiopia. Bulgarian Journal of Science & Education Policy, 13(2), 204–224. http://ezproxy.msu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=141468713&site=ehost-live&scope=site
Alkali, B., & Musa, A. (2015). Gender Participation and Performance of Pre-Service Teachers in Physics Education Program in College of Education, Azare. IOSR Journal of Research & Method in Education Ver. I, 5(4), 2320–7388. https://doi.org/10.9790/7388-05412630
Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun - Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683–706. https://doi.org/10.1002/sce.10141
ANRSEB. (2019). In 2019 the analysis of the results of the competency assessment given to college graduate teachers. Directorate of Professional Licensing and Renewal of Teachers and Leaders of Educational Institutions (Unpublished).
Antwi, V., Adjoa Sakyi-Hagan, N., Addo-Wuver, F., & Asare, B. (2021). Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana. East African Journal of Education and Social Sciences, 2(3), 43–55. https://doi.org/10.46606/eajess2021v02i03.0102
Aviyanti, L. (2020). An Investigation into Indonesian Pre-Service Physics Teachers’ Scientific Thinking and Conceptual Understanding of Physics (PhD Dissertation). Flinders University. https://flex.flinders.edu.au/file/a44a1398-06d4-451f-808c-6e1a702e060b/1/AviyantiThesis2020_LibraryCopy.pdf
Ayalew, S., Dawit, M., Tesfaye, S., & Yalew, E. (2009). Assessment of science education quality indicators in Addis Ababa, Bahir Dar and Hawassa Universities. In Quality of Higher Education in Ethiopian Public Institutions: Forum for Social Studies (FSS).
Babalola, F. E. (2017). Advancing Practical Physics in Africa ’ s Schools (Doctoral Dissertation). The Open University. https://doi.org/10.21954/ou.ro.0000c634
Babalola, F. E., Lambourne, R. J., & Swithenby, S. J. (2020). The Real Aims that Shape the Teaching of Practical Physics in Sub-Saharan Africa. International Journal of Science and Mathematics Education, 18(2), 259–278. https://doi.org/10.1007/s10763-019-09962-7
Banda, H. J., & Nzabahimana, J. (2022). The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students. Journal of Science Education and Technology, 1–15. https://doi.org/10.1007/s10956-022-10010-3
Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–12. https://doi.org/10.1186/s43031-019-0007-8
Bekalo, S., & Welford, G. (2000). Practical activity in ethiopian secondary physical sciences: Implications for policy and practice of the match between the intended and implemented curriculum. Research Papers in Education, 15(2), 185–212. https://doi.org/10.1080/026715200402498
Belay, S., Atnafu, M., Michael, K., & Ermias, A. (2016). Strategic policy for national science, technology and mathematics education. Japan International Cooperation Agency (JICA).
Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P., & Stefanelli, F. (2018). The influence of teaching approach on students’ conceptual learning in physics. Frontiers in Psychology, 9(2474), 1–14. https://doi.org/10.3389/fpsyg.2018.02474
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers and Education, 87, 218–237. https://doi.org/10.1016/j.compedu.2015.07.003
Cahyadi, V. (2007). Improving Teaching and Learning in Introductory Physics (Doctoral Dissertation). University of Canterbury.
Danielsson, A. T. (2009). Doing Physics - Doing Gender: an exploration of physics students’ identity constitution in the context of laboratory work (PhD Dissertation). In Acta Universitatis Upsaliensis. Uppsala University. http://linkinghub.elsevier.com/retrieve/pii/S0026065717305751
Dega, B. G., Kriek, J., & Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching, 50(6), 677–698. https://doi.org/10.1002/tea.21096
Dervić, D., Glamočić, D. S., & Mešić, A. G.-B. V. (2018). Teaching Physics With Simulations : Teacher- Centered Versus Student- Centered Approaches. Journal of Baltic Science Education, 17(2), 288–299. https://doi.org/10.33225/jbse/18.17.288
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics, 10(020119), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119
Engelhardt, P. V., & Beichner, R. J. (2004). Students’ understanding of direct current resistive electrical circuits. American Journal of Physics, 72(1), 98–115. https://doi.org/10.1119/1.1614813
Eshetu, F., & Alemu, M. (2018). Students Conception of Voltage and Resistance Concepts after Conventional Instruction. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3021–3033. https://doi.org/10.29333/ejmste/91603
Ethiopian Science and Agency Technology (ESTA). (2006). National Science , Technology and Innovation ( STI ) Policy of Ethiopia. https://www.healthresearchweb.org/files/Ethiopia_National_S,T&I_Policy_Draft.2006.pdf
Fan, X. (2015). Effectiveness of an Inquiry-based Learning using Interactive Simulations for Enhancing Students ’ Conceptual Understanding in Physics (Doctoral Dissertation). The University of Queensland. https://doi.org/10.14264/uql.2015.1005
Gerace, W. J., & Beatty, I. D. (2005). Teaching vs . Learning : Changing Perspectives on Problem Solving in Physics Instruction. 9th Common Conference of the Cyprus Physics Association and Greek Physics Association: Developments and Perspectives in Physics—New Technologies and Teaching of Science, 1–10.
Gunawan, G., Nisrina, N., Suranti, N. M. Y., Herayanti, L., & Rahmatiah, R. (2018). Virtual Laboratory to Improve Students’ Conceptual Understanding in Physics Learning. Journal of Physics: Conference Series, 1108(1), 1–6. https://doi.org/10.1088/1742-6596/1108/1/012049
Gunstone, R., Mulhall, P., & McKittrick, B. (2009). Physics teachers’ perceptions of the difficulty of teaching electricity. Research in Science Education, 39(4), 515–538. https://doi.org/10.1007/s11165-008-9092-y
Heron, P. R. L., & Meltzer, D. E. (2005). The future of physics education research: Intellectual challenges and practical concerns. American Journal of Physics, 73(5), 390–394. https://doi.org/10.1119/1.1858480
Hoffmann, L. (2002). Promoting girls ’ interest and achievement in physics classes for beginners. 12, 447–465.
Hofstein, A., & Lunetta, V. N. (2004). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106
Hussain, N. H., Latiff, L. A., & Yahaya, N. (2012). Alternative Conception about Open and Short Circuit Concepts. 56(Ictlhe), 466–473. https://doi.org/10.1016/j.sbspro.2012.09.678
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614. https://doi.org/10.1002/tea.21378
Kola, A. J., & Langenhoven, K. (2021). Analysis of Pre-Service Physics Teachers’ Academic Achievement in Electromagnetism. Discovery Scientific Society, 57(308), 597–607. www.researchgate.net/publication/353794727
Lasry, N., Mazur, E., Watkins, J., Lasry, N., Mazur, E., & Watkins, J. (2014). Peer instruction : From Harvard to the two-year college Peer instruction : From Harvard to the two-year college. American Journal of Physics, 76(11), 1066–1069. https://doi.org/10.1119/1.2978182
Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 393–441). Lawrence Erlbaum Associates: Mahwah.
Masood, S. S. (2014). How to Control a Decrease in Physics Enrollment ? 1–14.
Mbonyiryivuze, A., Yadav, L. L., & Amadalo, M. (2019). Students ’ conceptual understanding of electricity and magnetism and its implications : A review. 15(2), 55–67.
Mc Eneaney, E. H. (2003). The Worldwide Cachet of Scientific Literacy. Comparative Education Review, 47(2), 217–237. www.unesco.org/education/educprog/ste/projects/2000/index_2000.htm
McCullough, L. (2007). Gender in the Physics Classroom. The Physics Teacher, 45(5), 316–317. https://doi.org/10.1119/1.2731286
Millar, R. (2010). Practical work. In Jonathan Osborne and Justin Dillon (Ed.), Good practice in science teaching: What research has to say: What research has to say (2nd ed., pp. 108–134). McGraw-Hill Education.
Miokovic, Z., Ganzberger, S., & Radolic, V. (2012). Assessment of the University of Osijek Engineering Students’ Conceptual Understanding of Electricity and Magnetism. Tehnicki Vjesnik-Technical Gazette, 19(3), 563–572. https://hrcak.srce.hr/file/129077
MoE. (2009). Curriculum framework for Ethiophian Education (K - 12). Ministry of Education.
MoE. (2015). Education Sector Development Program V (2015-2020) ( ESDP V ): Program Action Plan. 2015/16-2019/2020. Ministry of Education.
MOE. (2015). Education Sector Development Programme VI (ESDP VI) 2020/21-2024/25. Ministry of Education.
Montecinos, A., & Anguita, E. (2015). Being a Woman in The World of Physics Education: Female Physics Student Teachers’ Beliefs About Gender Issues, in the City of Valparaiso, Chile, from a Qualitative Perspective. Procedia - Social and Behavioral Sciences, 197, 977–982. https://doi.org/10.1016/j.sbspro.2015.07.286
Muise, J. M. (2015). Using Peer Instruction to Promote Conceptual Understanding in Highschool Physics Classes (Masters Thesis). Montana State University.
National Research Council. (2006). America’s lab report: Investigations in high school science: Vol. III. National Academies Press. http://www.nap.edu/catalog/11311.html%0A
Ndihokubwayo, K. (2017). Investigating the Status and Barriers of Science Laboratory Activities in Rwandan Teacher Training Colleges towards Improvisation Practice. Rwandan Journal of Education, 4(1), 47–54.
OCED. (2018). PISA 2015 Results in Focus. https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
Okono, E. O., Sati, L. P., & Awuor, F. M. (2015). Experimental Approach as a Methodology in Teaching Physics in Secondary Schools. International Journal of Academic Research in Business and Social Sciences, 5(6), 457–474. https://doi.org/10.6007/IJARBSS/v5-i6/1011
Omar, A. H. (2017). Determinants of Students Enrolment in Physics in Kenya Certificate of Secondary Education in Public Secondary Schools in Kenya: a Case of Wajir County (Doctoral dissertation). University of Nairobi. http://hdl.handle.net/11295/101425
Omosewo, E. O. (2006). Laboratory teaching method in science-based disciplines. African Journal of Educational Studies, 4(2), 65–73.
Phanphech, P., Tanitteerapan, T., & Murphy, E. (2019). Explaining and enacting for conceptual understanding in secondary school physics. 29(1), 180–204.
Redish, E. F., & Redish, E. F. (2004). A Theoretical Framework for Physics Education Research : Modeling Student Thinking A Theoretical Framework for Physics Education Research : Modeling Student Thinking. The Proceedings of the Enrico Fermi Summer School in Physics, Course CLVI.
Riaz, M., Marcinkowski, T. J., & Faisal, A. (2020). The effects of a DLSCL approach on students conceptual understanding in an undergraduate introductory physics lab. Eurasia Journal of Mathematics, Science and Technology Education, 16(2), 1–8. https://doi.org/10.29333/ejmste/112311
Saputra, H., Suhandi, A., Setiawan, A., & Permanasari, A. (2020). Pre-service teacher’s physics attitude towards physics laboratory in Aceh. Journal of Physics: Conference Series, 1521(2), 1–8. https://doi.org/10.1088/1742-6596/1521/2/022029
Semela, T. (2010). Who is joining physics and why? factors influencing the choice of physics among Ethiopian university students. International Journal of Environmental and Science Education, 5(3), 319–340.
Singh, C. (2014). What can we learn from PER: Physics Education Research? The Physics Teacher, 52(9), 568–569. https://doi.org/10.1119/1.4902211
Teferra, T., Amare Asgedom, Oumer, J., W/hanna, T., Dalelo, A., & Assefa, B. (2018). Ethiopian Education Development Roadmap (2018-30): An integrated Executive Summary. Ministry of Education. http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ethiopia_education_development_roadmap_2018-2030.pdf
TGE. (1994). Education and Training Policy of Ethiopia. Ministry of Education.
Twahirwa, J., & Twizeyimana, E. (2020). Effectiveness of Practical Work in Physics on Academic Performance among Learners at the selected secondary school in Rwanda. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 97–108. https://doi.org/10.4314/ajesms.v16i2.7
UNESCO. (2018). Issues and Trends in Education for Sustainable Development (A. Leicht, J. Heiss, & W. J. Byun (eds.)). UNESCO Publishing.
Wieman, C., & Perkins, K. (2006). Transforming Physics Education: By using the tools of physics in their teaching , instructors can move students from mindless memorization to understanding and appreciation . Physics Today Online, 58(11), 36–48. http://www.physicstoday.org/vol-58/iss-11/p36.shtml
Woldetsadik, G. (2013). National Learning Assessment in Ethiopia: sharing experiences and lessons. https://olc.worldbank.org/sites/default/files/Session_6_Ethiopia_Woldetsadik.pdf
Wörner, S., & Scheiter, K. (2022). The Best of Two Worlds : A Systematic Review on Combining Real and Virtual Experiments in Science Education. Review of Educational Research, XX(X), 1–42. https://doi.org/10.3102/00346543221079417
Zolfaghari, A. (2015). Cumhuriyet Üniversitesi Fen Fakültesi The Necessity and Importance of Education for Social and Cultural Development of Societies in Developing Countries. Cumhuriyet University Faculty of Science Science Journal (CSJ), 36(3), 3380–3386. http://dergi.cumhuriyet.edu.tr/ojs/index.php/fenbilimleri©2015
Ahmad, S. (2014). Teacher Education in Ethiopia: Growth and Development. African Journal of Teacher Education, 3(3), 1–20. https://doi.org/10.21083/ajote.v3i3.2850
Alemu, M. (2015). Peer Tutors Led Argumentation and Ethiopian Pre-Service Teachers’ Physics Content Achievement and Physics Epistemology (Unpublished Doctoral Dissertation).
Alemu, M., Tadesse, M., Michael, K., & Atnafu, M. (2019). Pre-Service Physics Teachers’ Physics Understanding and Upper Primary Teacher Education in Ethiopia. Bulgarian Journal of Science & Education Policy, 13(2), 204–224. http://ezproxy.msu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=141468713&site=ehost-live&scope=site
Alkali, B., & Musa, A. (2015). Gender Participation and Performance of Pre-Service Teachers in Physics Education Program in College of Education, Azare. IOSR Journal of Research & Method in Education Ver. I, 5(4), 2320–7388. https://doi.org/10.9790/7388-05412630
Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun - Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683–706. https://doi.org/10.1002/sce.10141
ANRSEB. (2019). In 2019 the analysis of the results of the competency assessment given to college graduate teachers. Directorate of Professional Licensing and Renewal of Teachers and Leaders of Educational Institutions (Unpublished).
Antwi, V., Adjoa Sakyi-Hagan, N., Addo-Wuver, F., & Asare, B. (2021). Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana. East African Journal of Education and Social Sciences, 2(3), 43–55. https://doi.org/10.46606/eajess2021v02i03.0102
Aviyanti, L. (2020). An Investigation into Indonesian Pre-Service Physics Teachers’ Scientific Thinking and Conceptual Understanding of Physics (PhD Dissertation). Flinders University. https://flex.flinders.edu.au/file/a44a1398-06d4-451f-808c-6e1a702e060b/1/AviyantiThesis2020_LibraryCopy.pdf
Ayalew, S., Dawit, M., Tesfaye, S., & Yalew, E. (2009). Assessment of science education quality indicators in Addis Ababa, Bahir Dar and Hawassa Universities. In Quality of Higher Education in Ethiopian Public Institutions: Forum for Social Studies (FSS).
Babalola, F. E. (2017). Advancing Practical Physics in Africa ’ s Schools (Doctoral Dissertation). The Open University. https://doi.org/10.21954/ou.ro.0000c634
Babalola, F. E., Lambourne, R. J., & Swithenby, S. J. (2020). The Real Aims that Shape the Teaching of Practical Physics in Sub-Saharan Africa. International Journal of Science and Mathematics Education, 18(2), 259–278. https://doi.org/10.1007/s10763-019-09962-7
Banda, H. J., & Nzabahimana, J. (2022). The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students. Journal of Science Education and Technology, 1–15. https://doi.org/10.1007/s10956-022-10010-3
Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–12. https://doi.org/10.1186/s43031-019-0007-8
Bekalo, S., & Welford, G. (2000). Practical activity in ethiopian secondary physical sciences: Implications for policy and practice of the match between the intended and implemented curriculum. Research Papers in Education, 15(2), 185–212. https://doi.org/10.1080/026715200402498
Belay, S., Atnafu, M., Michael, K., & Ermias, A. (2016). Strategic policy for national science, technology and mathematics education. Japan International Cooperation Agency (JICA).
Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P., & Stefanelli, F. (2018). The influence of teaching approach on students’ conceptual learning in physics. Frontiers in Psychology, 9(2474), 1–14. https://doi.org/10.3389/fpsyg.2018.02474
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers and Education, 87, 218–237. https://doi.org/10.1016/j.compedu.2015.07.003
Cahyadi, V. (2007). Improving Teaching and Learning in Introductory Physics (Doctoral Dissertation). University of Canterbury.
Danielsson, A. T. (2009). Doing Physics - Doing Gender: an exploration of physics students’ identity constitution in the context of laboratory work (PhD Dissertation). In Acta Universitatis Upsaliensis. Uppsala University. http://linkinghub.elsevier.com/retrieve/pii/S0026065717305751
Dega, B. G., Kriek, J., & Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching, 50(6), 677–698. https://doi.org/10.1002/tea.21096
Dervić, D., Glamočić, D. S., & Mešić, A. G.-B. V. (2018). Teaching Physics With Simulations : Teacher- Centered Versus Student- Centered Approaches. Journal of Baltic Science Education, 17(2), 288–299. https://doi.org/10.33225/jbse/18.17.288
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics, 10(020119), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119
Engelhardt, P. V., & Beichner, R. J. (2004). Students’ understanding of direct current resistive electrical circuits. American Journal of Physics, 72(1), 98–115. https://doi.org/10.1119/1.1614813
Eshetu, F., & Alemu, M. (2018). Students Conception of Voltage and Resistance Concepts after Conventional Instruction. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3021–3033. https://doi.org/10.29333/ejmste/91603
Ethiopian Science and Agency Technology (ESTA). (2006). National Science , Technology and Innovation ( STI ) Policy of Ethiopia. https://www.healthresearchweb.org/files/Ethiopia_National_S,T&I_Policy_Draft.2006.pdf
Fan, X. (2015). Effectiveness of an Inquiry-based Learning using Interactive Simulations for Enhancing Students ’ Conceptual Understanding in Physics (Doctoral Dissertation). The University of Queensland. https://doi.org/10.14264/uql.2015.1005
Gerace, W. J., & Beatty, I. D. (2005). Teaching vs . Learning : Changing Perspectives on Problem Solving in Physics Instruction. 9th Common Conference of the Cyprus Physics Association and Greek Physics Association: Developments and Perspectives in Physics—New Technologies and Teaching of Science, 1–10.
Gunawan, G., Nisrina, N., Suranti, N. M. Y., Herayanti, L., & Rahmatiah, R. (2018). Virtual Laboratory to Improve Students’ Conceptual Understanding in Physics Learning. Journal of Physics: Conference Series, 1108(1), 1–6. https://doi.org/10.1088/1742-6596/1108/1/012049
Gunstone, R., Mulhall, P., & McKittrick, B. (2009). Physics teachers’ perceptions of the difficulty of teaching electricity. Research in Science Education, 39(4), 515–538. https://doi.org/10.1007/s11165-008-9092-y
Heron, P. R. L., & Meltzer, D. E. (2005). The future of physics education research: Intellectual challenges and practical concerns. American Journal of Physics, 73(5), 390–394. https://doi.org/10.1119/1.1858480
Hoffmann, L. (2002). Promoting girls ’ interest and achievement in physics classes for beginners. 12, 447–465.
Hofstein, A., & Lunetta, V. N. (2004). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106
Hussain, N. H., Latiff, L. A., & Yahaya, N. (2012). Alternative Conception about Open and Short Circuit Concepts. 56(Ictlhe), 466–473. https://doi.org/10.1016/j.sbspro.2012.09.678
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614. https://doi.org/10.1002/tea.21378
Kola, A. J., & Langenhoven, K. (2021). Analysis of Pre-Service Physics Teachers’ Academic Achievement in Electromagnetism. Discovery Scientific Society, 57(308), 597–607. www.researchgate.net/publication/353794727
Lasry, N., Mazur, E., Watkins, J., Lasry, N., Mazur, E., & Watkins, J. (2014). Peer instruction : From Harvard to the two-year college Peer instruction : From Harvard to the two-year college. American Journal of Physics, 76(11), 1066–1069. https://doi.org/10.1119/1.2978182
Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 393–441). Lawrence Erlbaum Associates: Mahwah.
Masood, S. S. (2014). How to Control a Decrease in Physics Enrollment ? 1–14.
Mbonyiryivuze, A., Yadav, L. L., & Amadalo, M. (2019). Students ’ conceptual understanding of electricity and magnetism and its implications : A review. 15(2), 55–67.
Mc Eneaney, E. H. (2003). The Worldwide Cachet of Scientific Literacy. Comparative Education Review, 47(2), 217–237. www.unesco.org/education/educprog/ste/projects/2000/index_2000.htm
McCullough, L. (2007). Gender in the Physics Classroom. The Physics Teacher, 45(5), 316–317. https://doi.org/10.1119/1.2731286
Millar, R. (2010). Practical work. In Jonathan Osborne and Justin Dillon (Ed.), Good practice in science teaching: What research has to say: What research has to say (2nd ed., pp. 108–134). McGraw-Hill Education.
Miokovic, Z., Ganzberger, S., & Radolic, V. (2012). Assessment of the University of Osijek Engineering Students’ Conceptual Understanding of Electricity and Magnetism. Tehnicki Vjesnik-Technical Gazette, 19(3), 563–572. https://hrcak.srce.hr/file/129077
MoE. (2009). Curriculum framework for Ethiophian Education (K - 12). Ministry of Education.
MoE. (2015). Education Sector Development Program V (2015-2020) ( ESDP V ): Program Action Plan. 2015/16-2019/2020. Ministry of Education.
MOE. (2015). Education Sector Development Programme VI (ESDP VI) 2020/21-2024/25. Ministry of Education.
Montecinos, A., & Anguita, E. (2015). Being a Woman in The World of Physics Education: Female Physics Student Teachers’ Beliefs About Gender Issues, in the City of Valparaiso, Chile, from a Qualitative Perspective. Procedia - Social and Behavioral Sciences, 197, 977–982. https://doi.org/10.1016/j.sbspro.2015.07.286
Muise, J. M. (2015). Using Peer Instruction to Promote Conceptual Understanding in Highschool Physics Classes (Masters Thesis). Montana State University.
National Research Council. (2006). America’s lab report: Investigations in high school science: Vol. III. National Academies Press. http://www.nap.edu/catalog/11311.html%0A
Ndihokubwayo, K. (2017). Investigating the Status and Barriers of Science Laboratory Activities in Rwandan Teacher Training Colleges towards Improvisation Practice. Rwandan Journal of Education, 4(1), 47–54.
OCED. (2018). PISA 2015 Results in Focus. https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
Okono, E. O., Sati, L. P., & Awuor, F. M. (2015). Experimental Approach as a Methodology in Teaching Physics in Secondary Schools. International Journal of Academic Research in Business and Social Sciences, 5(6), 457–474. https://doi.org/10.6007/IJARBSS/v5-i6/1011
Omar, A. H. (2017). Determinants of Students Enrolment in Physics in Kenya Certificate of Secondary Education in Public Secondary Schools in Kenya: a Case of Wajir County (Doctoral dissertation). University of Nairobi. http://hdl.handle.net/11295/101425
Omosewo, E. O. (2006). Laboratory teaching method in science-based disciplines. African Journal of Educational Studies, 4(2), 65–73.
Phanphech, P., Tanitteerapan, T., & Murphy, E. (2019). Explaining and enacting for conceptual understanding in secondary school physics. 29(1), 180–204.
Redish, E. F., & Redish, E. F. (2004). A Theoretical Framework for Physics Education Research : Modeling Student Thinking A Theoretical Framework for Physics Education Research : Modeling Student Thinking. The Proceedings of the Enrico Fermi Summer School in Physics, Course CLVI.
Riaz, M., Marcinkowski, T. J., & Faisal, A. (2020). The effects of a DLSCL approach on students conceptual understanding in an undergraduate introductory physics lab. Eurasia Journal of Mathematics, Science and Technology Education, 16(2), 1–8. https://doi.org/10.29333/ejmste/112311
Saputra, H., Suhandi, A., Setiawan, A., & Permanasari, A. (2020). Pre-service teacher’s physics attitude towards physics laboratory in Aceh. Journal of Physics: Conference Series, 1521(2), 1–8. https://doi.org/10.1088/1742-6596/1521/2/022029
Semela, T. (2010). Who is joining physics and why? factors influencing the choice of physics among Ethiopian university students. International Journal of Environmental and Science Education, 5(3), 319–340.
Singh, C. (2014). What can we learn from PER: Physics Education Research? The Physics Teacher, 52(9), 568–569. https://doi.org/10.1119/1.4902211
Teferra, T., Amare Asgedom, Oumer, J., W/hanna, T., Dalelo, A., & Assefa, B. (2018). Ethiopian Education Development Roadmap (2018-30): An integrated Executive Summary. Ministry of Education. http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ethiopia_education_development_roadmap_2018-2030.pdf
TGE. (1994). Education and Training Policy of Ethiopia. Ministry of Education.
Twahirwa, J., & Twizeyimana, E. (2020). Effectiveness of Practical Work in Physics on Academic Performance among Learners at the selected secondary school in Rwanda. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 97–108. https://doi.org/10.4314/ajesms.v16i2.7
UNESCO. (2018). Issues and Trends in Education for Sustainable Development (A. Leicht, J. Heiss, & W. J. Byun (eds.)). UNESCO Publishing.
Wieman, C., & Perkins, K. (2006). Transforming Physics Education: By using the tools of physics in their teaching , instructors can move students from mindless memorization to understanding and appreciation . Physics Today Online, 58(11), 36–48. http://www.physicstoday.org/vol-58/iss-11/p36.shtml
Woldetsadik, G. (2013). National Learning Assessment in Ethiopia: sharing experiences and lessons. https://olc.worldbank.org/sites/default/files/Session_6_Ethiopia_Woldetsadik.pdf
Wörner, S., & Scheiter, K. (2022). The Best of Two Worlds : A Systematic Review on Combining Real and Virtual Experiments in Science Education. Review of Educational Research, XX(X), 1–42. https://doi.org/10.3102/00346543221079417
Zolfaghari, A. (2015). Cumhuriyet Üniversitesi Fen Fakültesi The Necessity and Importance of Education for Social and Cultural Development of Societies in Developing Countries. Cumhuriyet University Faculty of Science Science Journal (CSJ), 36(3), 3380–3386. http://dergi.cumhuriyet.edu.tr/ojs/index.php/fenbilimleri©2015
Authors
Mihret, Z., Alemu, M., & Assefa, S. (2023). Assessment of pre-service physics teachers’ conceptual understanding in electricity and magnetism. Momentum: Physics Education Journal, 7(1), 33–47. https://doi.org/10.21067/mpej.v7i1.7990
Copyright (c) 2023 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal