Abstract:

Electrodynamics is a conceptually demanding area of the Physical Sciences curriculum, and persistent misconceptions among teachers significantly shape classroom instruction. Limited laboratory access and uneven professional development opportunities further exacerbate these conceptual challenges. This qualitative study investigates the nature of Physical Sciences teachers’ electrodynamics misconceptions and examines how virtual reality (VR) simulations influence their conceptual reasoning. A sequential qualitative design was employed, comprising a document analysis of the Curriculum Assessment Policy Statements (CAPS) curriculum and an empirical component conducted through a VR-based workshop with 36 in-service teachers. Data sources included written conceptual prompts, video-recorded workshop interactions, and participatory field notes. The analysis revealed deeply rooted misconceptions, including conflation of electric and magnetic fields, misinterpretation of Faraday’s and Lenz’s laws, and fragmented understanding of motors, generators, and electromagnetic induction. VR created significant cognitive conflict by making invisible electromagnetic phenomena visible, prompting participants to reflect on and reconsider entrenched beliefs. However, conceptual refinement was uneven, with many teachers reverting to procedural reasoning after VR engagement. The study concludes that VR’s pedagogical value lies in its ability to surface misconceptions and mediate cognitive conflict, but sustained conceptual change requires structured reflection, guided reasoning, and improved curricular coherence. Implications for teacher professional development and electrodynamics instruction are discussed.

Keywords:

Conceptual change, Electrodynamics misconceptions, Physics teacher understanding, Science teacher professional development, Virtual reality simulations.