Assessing elementary understanding of electromagnetic radiation and its implementation in wireless technologies among pre-service teachers

Abstract

The research on the knowledge and perceptions of electromagnetic radiation among teachers who will teach these topics in primary and secondary education is relatively limited. According to existing literature, electromagnetic radiation is a challenging and complex concept for students to comprehend. Despite the widespread use of radiation-emitting devices like cell phones and wireless networks, the misuse of the term “radiation” has resulted in various misconceptions. This study aimed to examine the elementary understanding of electromagnetic radiation and its application in wireless technologies among prospective primary and secondary education teachers from different specialties. 427 pre-service teachers participated in the survey, and the data was gathered through a closed questionnaire. The study’s overall conclusion was that teachers’ knowledge regarding electromagnetic radiation was insufficient. The curricula of their departments, their interests in high school courses, and their gender significantly affect their understanding of electromagnetic radiation and its application to wireless technologies.

Exploration of the prospective utilization of educational robotics by preschool and primary education teachers

“…Another observation, evident from the demographic data of the research, is that female educators significantly outnumber their male counterparts, a trend also documented in other studies (OECD, 2018;Ohide & Mbogo, 2017). The societal environment and prevailing expectations regarding women's involvement in STEM fields remain notably restrained, subtly nudging them toward alternative scientific domains like Theoretical Sciences and lower-tiered education (Gavrilas & Kotsis, 2023). It appears that girls tend to demonstrate more interest, engagement, and accumulation of experience and knowledge in areas such as cooking, caregiving, and arts, aligning with longstanding societal stereotypes (Gavrilas et al, 2020a(Gavrilas et al, , 2022Gontas et al, 2020;Tindall & Hamil, 2004).…”

Obstacles to Teaching Science in Primary School and Strategies to Overcome Them

“…Unfortunately, have been reported that students and primary education teachers have the same misconceptions about science concepts and phenomena (Kotsis, 2023). The same has been reported for the Pre-service teachers (Gavrilas & Kotsis, (2023); Stylos et al, 2023), making the problem very important. Under these circumstances, the teacher cannot use the proposed methods to change the students' misconceptions since he has the same perceptions as his students.…”

“…Some students may view science as boring or irrelevant, while others may negatively perceive their ability to succeed in science. Even gender plays a crucial role in perceptions of physics (Reid & Skryabina, 2003;Gavrilas et al, 2023). Moreover, students with negative attitudes towards science are less likely to pursue science-related careers in the future.…”

The views of preschool educators on the development of environmental awareness through distance education

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