Abstract
Abstract
This study explored student teachers’ Physics misconceptions during Work-Integrated Learning in high schools in South Africa. The sample in this work comprised eight final-year student teachers pursuing a Bachelor of Education degree and seven Postgraduate Certificate in Education students. An unstructured observation method was utilised to collect data during the lessons that were conducted by the participants. It was observed that a significant number of the participants had some misconceptions about constructs in Physics. Most of the misconceptions were confirmed in Mechanics and Electricity and Magnetism. Some of participants claimed that the misconceptions emanated from prescribed textbooks and equally from their previous studies. A number of suggestions were made to rectify specific misconceptions in the discipline of Physics amongst the student teachers.