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A Study on Pre-service Teachers' Demands by Analyzing their Questions in the 'Introduction to Physics Education' Course
New Phys.: Sae Mulli 2017; 67: 1460~1472
Published online December 29, 2017;
© 2017 New Physics: Sae Mulli.

Jaehyeok CHOI*

Department of Physics Education, Chonnam National University, Gwangju 61186, Korea
Correspondence to:
Received August 18, 2017; Revised October 12, 2017; Accepted October 16, 2017.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study analyzed the questions of pre-service teachers who had taken the 'Introduction to Physics education' course. The pre-service teachers were 18 sophomore students of the physics education department in a national university located in a metropolitan city. A total of 132 questions from 20 lessons were analyzed, and each lesson had an average of 6.6 questions. Pre-service teachers' demands were analyzed by using the PCK (Pedagogical Content Knowledge) components, forms, and contents of questions. The results of analyses of the questions by using the PCK components showed that the pre-service teachers demanded understanding one PCK component by asking questions about the other components. The results of an analysis of the form of questions showed that they mainly demanded to confirm their own interpretations, explain an actual situation in school practice, get actual problem solutions, and determine the lecturer's judgment on the value of PCK. The results of analyzing the contents of questions showed that their questions were about the articulation of a concept, the extension of experience, and the share of the value the lecturer put on school practice.
PACS numbers: 01.40.Fk, 01.40.J-, 01.40.jc
Keywords: Physics education, Pre-service teacher, Question, PCK (Pedagogical Content Knowledge)

December 2017, 67 (12)
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