UNCOVERING UNDERGRADUATE PHYSICS PRE-SERVICE TEACHERS’ ERRORS IN ELECTROMAGNETIC INTERACTION AND ELECTROMAGNETIC EFFECTS

Electricity and magnetism are fundamental areas of physics and are integral to science curricula at various educational levels. However, this area has been reported to contain several concepts that students find challenging, leading to perspectives that diverge from scientifically accepted views. This study examines the errors made by physics pre-service teachers (PPSTs) in electromagnetic interaction and electromagnetic effects, using the De Jong and Ferguson-Hessler framework of knowledge types to classify errors into conceptual, procedural, and situational categories. An interpretivist qualitative case study design was employed. The study was conducted with a class of 86 third-year undergraduate PPSTs enrolled in a physical sciences education program. Data were collected using a test designed to assess PPSTs' understanding of key electromagnetic concepts. The test results revealed recurring errors in conceptual understanding and problem-solving techniques, particularly in interpreting electric and magnetic fields, Coulomb’s law, and applying Maxwell's equations. Findings suggest that targeted educational interventions focusing on improving students’ conceptual and procedural knowledge, along with strategic approaches to problem-solving, could reduce the frequency of these errors. Hence, this study highlights the need for more focused teacher training to address these difficulties related to electricity and magnetism and its long-term impact on physics education. Keywords: conceptual errors, electromagnetic interaction, physics pre-service teachers, procedural errors, physics education