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Using technology to understand student ‘misconceptions’ in classical mechanics
Naylor, Wade Chrysostomou, Anna Carleschi, Emanuela Cornell, Alan
Naylor, Wade
Chrysostomou, Anna
Carleschi, Emanuela
Cornell, Alan
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Abstract
Interest in physics pedagogy in the arena of physics
education research (PER) has grown in recent decades,
with a particular emphasis on confronting the
‘misconceptions’ incoming undergraduate students
generally carry (Martin-Blas et al. 2020; Bani-Salameh
2016a; Bani-Salameh 2016b) and explored more recently
in Crogman, et al. 2018; Wells et al. 2019 and Scott &
Schumayer 2021. To identify these ‘misconceptions’,
a number of multiple-choice diagnostic tools have
been developed for various disciplines, e.g. the Calculus
Concept Inventory (CCI) (Epstein 2013) and the Force
Concept Inventory (FCI) (Halloun & Hestenes 1985;
Hestenes et al. 1992; Hestenes 1998). With the aid of
an online testing platform, we deployed the latter, in
order to evaluate student ‘misconceptions’ in classical
mechanics.
Keywords
Education, Physics, Students, misconceptions
Date
2022
Type
Book chapter
Journal
Book
Teaching Innovation for the 21st Century: Showcasing UJ Teaching and Learning 2021
Volume
Issue
Page Range
94-101
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Open Access Status
License
All rights reserved
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Controlled
Notes
© University of Johannesburg, 2022. All rights reserved.