How Elementary Pre-Service Teachers Use Scientific Knowledge to Justify Their Reasoning about the Electrification Phenomena by Friction

Abstract

This article uses a qualitative research method to identify eighty elementary pre-service teachers’ conceptual representations concerning static electricity. We carry out this analysis using a paper and pencil questionnaire. This study shows that pre-service teachers have an erroneous understanding compared to those commonly accepted by the scientific community. The inaccurate representations identified are relevant for developing teaching strategies focused on conceptual conflict.