Examining the Role and Perceived Importance of Video Experiments on Pre-service Teachers’ Understanding of Faraday’s Law in Online Learning Environment

Abstract

In this study, it was aimed to reveal the effect of teaching designed using real experiment videos on the development of university students' ideas about Faraday's law of induction and to determine the experiments that students considered most effective in their understanding of the induction phenomenon. The study was conducted online during the pandemic period with a sample of 52 first-year pre-service science teachers. The predict-observe-explain (POE) strategy was used in the teaching process and semi-structured interviews were conducted with nine students before and after the teaching. The interview data showed that the students had many scientifically unacceptable ideas about Faraday's law before the instruction, while these ideas were transformed into scientific truths after the designed instruction. In addition, it was tried to determine the experiment or experiments that students found most effective in understanding the subject after the instruction. Finally, it was concluded that teaching based on the POE strategy supported by real experiment videos used in online teaching was successful in remedying students’ unacceptable notions about electromagnetic induction and various suggestions were made in this regard.