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South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

OZKAN, Gulbin  and  TOPSAKAL, Unsal Umdu. Science and non-science teachers' interpretation of physics diagrammes. S. Afr. j. educ. [online]. 2019, vol.39, n.1, pp.1-11. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v39n1a1518.

This paper discusses teachers' interpretations of physics diagrammes. The study based on 55 science and non-science teachers, where a qualitative approach was adopted. First, 12 fundamental physics diagrammes were revealed to the teachers, who were asked to think aloud about them. Science teachers and non-science teachers gave similar answers. It has been observed that only the science teacher cohort extended their explanations. When interpreting the diagrammes, the participants in both groups did not notice certain elements that it was expected they would see. The result of this study can inform how teachers interpret physics diagrammes. This paper contributes to the growing interest in international literature as well as national literature regarding the use of diagrammes for teacher training, because interpreting diagrammes is a comprehensive process, which contains certain elements, such as lines, arrows, curves, colour, and objects with boundaries.

Keywords : diagrammes; physics learning; physics teaching; science education.

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