Assessing Junior High School Science Teachers' Conceptual Understanding of Force and Motion: Implications for Science Education
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Abstract
This research investigates the prevalence of alternative conceptions regarding Force and Motion among junior high school Physics teachers from public and private schools in Tacloban City, Philippines. The study involved 30 respondents who were selected using the stratified random sampling technique. The Science Teachers Conceptions of Physics Concepts (STCPC) was used as the research instrument, consisting of 30 questions related to Force and Motion with five alternative answers. Descriptive statistics and statistical inference techniques were used to analyze the data collected. Results revealed a high level of misconceptions, particularly in Newton's First Law. Furthermore, there was no significant difference in the level of alternative conceptions across gender. The research recommends using metacognitive strategies to improve teaching skills and promote student-centered learning among junior high school Physics teachers in Tacloban City, Philippines.
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