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Dealing with Misconceptions: A Teaching Experiment for the Development of Pre-Service Teachers' Knowledge

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Title: Dealing with Misconceptions: A Teaching Experiment for the Development of Pre-Service Teachers' Knowledge
Language: English
Authors: Nilüfer Zeybek (ORCID 0000-0002-6299-822X)
Source: International Journal of Science and Mathematics Education. 2026 24(2).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Misconceptions, Preservice Teachers, Knowledge Level, Middle School Teachers, Mathematics Teachers, Microteaching, Peer Evaluation, College Seniors, Teacher Attitudes, Student Experience
DOI: 10.1007/s10763-025-10631-1
ISSN: 1571-0068
1573-1774
Abstract: Misconceptions play a significant role in affecting the learning process in mathematics education. This study aims to examine the knowledge and experiences of pre-service middle school mathematics teachers on transforming misconceptions through micro-teaching and peer evaluations. Designed as a teaching experiment, the study was completed in 14 weeks with the participation of 65 senior pre-service middle school mathematics teachers. The research consisted of teaching sessions about misconceptions, conducting a literature review in the specified learning areas by pre-service teachers (PSTs) and developing activities that are based on the opportunities that errors provide for conceptual development and aim to transform misconceptions, and implementing these activities through micro-teaching with classmates. This process was completed by evaluating each activity with 10 items by the researcher, the PSTs, and the field experts. When examining PSTs' evaluations, it was found that the PSTs developed positive dispositions towards dealing with misconceptions through their experiences as a result of the teaching experiment. Moreover, the reflection reports showed that the PSTs identified whether the activity allowed for cognitive conflict as the main criterion in evaluating the activity's potential to transform misconceptions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506034
Database: ERIC
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  Data: Dealing with Misconceptions: A Teaching Experiment for the Development of Pre-Service Teachers' Knowledge
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  Data: <searchLink fieldCode="AR" term="%22Nilüfer+Zeybek%22">Nilüfer Zeybek</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6299-822X">0000-0002-6299-822X</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Misconceptions play a significant role in affecting the learning process in mathematics education. This study aims to examine the knowledge and experiences of pre-service middle school mathematics teachers on transforming misconceptions through micro-teaching and peer evaluations. Designed as a teaching experiment, the study was completed in 14 weeks with the participation of 65 senior pre-service middle school mathematics teachers. The research consisted of teaching sessions about misconceptions, conducting a literature review in the specified learning areas by pre-service teachers (PSTs) and developing activities that are based on the opportunities that errors provide for conceptual development and aim to transform misconceptions, and implementing these activities through micro-teaching with classmates. This process was completed by evaluating each activity with 10 items by the researcher, the PSTs, and the field experts. When examining PSTs' evaluations, it was found that the PSTs developed positive dispositions towards dealing with misconceptions through their experiences as a result of the teaching experiment. Moreover, the reflection reports showed that the PSTs identified whether the activity allowed for cognitive conflict as the main criterion in evaluating the activity's potential to transform misconceptions.
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        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Microteaching
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      – SubjectFull: Student Experience
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