English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article uses a qualitative research method to identify eighty elementary pre-service teachers’ conceptual representations concerning static electricity. We carry out this analysis using a paper and pencil questionnaire. This study shows that pre-service teachers have an erroneous understanding compared to those commonly accepted by the scientific community. The inaccurate representations identified are relevant for developing teaching strategies focused on conceptual conflict.

How Elementary Pre-Service Teachers Use Scientific Knowledge to Justify Their Reasoning about the Electrification Phenomena by Friction