This study explores the use of a PhET simulation in addressing the alternative conceptions or misconceptions of elementary teachers on the basic concepts of force and motion. Pretest results show that all the misconceptions listed in the Force Concept Inventory Taxonomy of Misconceptions were found among the respondents, who are elementary science teachers, with 46% of them believing that gravity get stronger as the object falls. A PhET simulation was employed as intervention and the posttest followed right after. Analyses of their pretest and posttest scores show that the respondents scored higher in the posttest and that there is a significant difference in the pretest and posttest mean scores. However, examination on the pretest and posttest responses per item reveals the positive shift in the responses did not occur in all items, including those items the prevalent misconception falls under which indicates that the intervention did not effectively address some misconceptions.

PhET, physics, education, misconception, teacher