Exploring the knowledge of teachers about ohm law from a training perspective
Ahodegnon Zephyrin-Magloire Dognon, Koba Charles Magbonde, Eugene Oke, Kossivi Attikleme
Our study aims to evaluate the physics teachers’ knowledge about Ohm's law since they are responsible for implementation in the classroom. The study stresses the need to take into account an analytical structure encompassing declarative, procedural, schematic and strategic knowledge and also to use statistical methods to control the mutual influence of each of its elements. Then we have submitted teachers to a paper-and-pencil assessment on simple non-standard questions but whose resolution requires several knowledge to combine together. The study highlights serious difficulties that teachers face in solving problems sufficiently far from those usually encountered at school. In addition, the results show that the evaluation of declarative and procedural and schematic knowledge does not does not guarantee to highlight their functional and operational character.