npsm 새물리 New Physics : Sae Mulli

pISSN 0374-4914 eISSN 2289-0041


Research Paper

New Physics: Sae Mulli 2015; 65: 1097-1102

Published online November 30, 2015

Copyright © New Physics: Sae Mulli.

Elementary Pre-service Teachers' Conceptions on Mass and Problems of Teaching Mass

Sunggi KWON*

Department of Science Education, Daegu National University of Education, Daegu 42411, Korea


Received: July 8, 2015; Revised: August 4, 2015; Accepted: August 20, 2015

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.


The purpose of this study is to examine the profiles of understanding the concept of mass by student teachers. The elementary science curriculum does not require that the concept of mass be taught, but rather requires that of weight to be taught. However, how to teach the concept of weight without a valid and credible understanding of mass is a question that many elementary student teachers have. Only when teaching related courses can elementary pre-service teachers could be expected to learn the scientific units of mass and weight. The subjects for this study were 79 student teachers with a science major selected from a University of Education in a local city. Questionnaires on the concept of mass were developed so as to match those for the concept of weight in previous research. After the pre-service teachers' choices and written responses had been analyzed, we are able to get some profiles for the concept of mass and to discuss the problems associated with teaching the concept of mass combined with units of measuring weight in the elementary textbooks. We will suggest ways to develop new effective tips for teaching the concept of mass to elementary students and pre-service teachers.

Keywords: Mass conception, Teaching, Weight, Association

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