Misconceptions in pedagogical practice: the knowledge and capabilities of mainstream teachers and special education teachers in relation to misconceptions in science education

Abstract

Background and aims: In this study, we examine the knowledge and practices of mainstream teachers and special education teachers regarding misconceptions in science. A similar study has already been conducted among mainstream teachers in Hungary (Malmos, 2014), but not yet among special education teachers.
Method: In the study, we used a questionnaire we compiled ourselves to examine the knowledge of mainstream teachers and special education teachers about misconceptions and the methods they use to identify misconceptions. The data obtained were analysed using SPSS software.
Results: According to our results, the majority of teachers have encountered misconceptions in their work. We also obtained answers to the question of what opportunities and knowledge teachers have for identifying misconceptions among their students.
Conclusions: The research highlights the importance of correcting misconceptions and offers suggestions for reducing their number.
Keywords: special needs teachers, mainstream teachers, misconceptions, natural sciences