Using certainty response index to differentiate lack of knowledge and misconception about basic electrical concepts

Abstract

The objective of this study was to examine pre-service physics teacher understanding related to physics content knowledge by investigating knowledge of the Basic Electrical Concepts (BECs) test and the student’s certainty in their physics knowledge. Data was collected from 57 preservice physics teachers with the BECs test and Certainty of Response Index (CRI) values. The BECs test with CRI was administered to pre-service physics students following accomplishment of a unit of study on electricity and simple circuit. The results of diagnostic test were classified into correct and incorrect answers, and CRI values were classified into certain and uncertain. High CRI value in incorrect answer on the BECs test implied that 26% preservice physics teachers had misconceptions about basic electrical concepts. Low CRI value in correct or incorrect answer on the BECs test indicated there were 53% preservice physics teachers providing the answer by guessing; due to no understanding or confusion about their understanding. There were 21% preservice physics teachers providing the answer correctly on the diagnostic test with high CRI value. It was concluded that the majority of preservice physics teachers (79%) were either guessing or had misconceptions about every item related to the electric basic concepts.