Self-concept of Greek primary school teachers and their conceptions of force and weight among their years of service

This paper describes an empirical study (n=352) into Greek in-service primary school teachers’ conceptions of concepts force and weight. A closed multiple-choice questionnaire is given to teachers as a tool explore conceptions, which has been used in previous research. The population consisted at schools who work the education directorate. research data related years service, from where it studied whether their teaching experience changes/reduces alternative conceptions. investigated alters or reduces based on service. Years service correlate statistically significantly with most questions. In particular, our results indicate that teachers, reflecting misconceptions preconceptions, reduce professional increase. Our can be employed science teaching, design Curricula, development.