Exploring Pre-Service Teachers’ Previous Knowledge on Fundamental Physical Quantities of Measurement

Abstract

This study explored pre-service teachers’ previous knowledge on the measurement of some basic quantities and how they are applied in real life situations. A quantitative descriptive cross-sectional survey research design was adopted and data gathered using a close ended questionnaire. A total of 315(females 105; males 210) pre-service teachers participated in the study. All participants were on the Four-Year B.Ed Primary Education Programme offering General Biology, General Chemistry and General Physics as core courses. Analysis of the data showed that the pre-service teachers had wrong knowledge of SI units of measurement for these basic quantities. They were in particular unable to identify the SI unit symbols for Time, Mass and Length - practically exchanging upper case letters with lower case ones. They were however able to identify and correctly match measuring devices with their corresponding basic quantities. They could also correctly link these measuring devices to real life situations. Thus though their knowledge of the SI units for the basic quantities was limited, their previous knowledge about them and their measuring devices was good. The study laid bare the significance of assessing pre-service teachers’ previous knowledge. Such assessment exposes the teacher to learner needs, strengths and weaknesses. It also guides and equips the teacher on ‘what’ and ‘how’ to plan lessons for new learning concepts to be effectively delivered in a new learning environment. It was therefore recommended that learners’ prior knowledge should always be revised before introducing them to new learning concepts and activities. Keywords: Pre-service teachers’ previous knowledge, Fundamental physical quantities of measurement, SI units of measurement