Misconceptions of Turkish Pre-Service Teachers about Force and Motion
IJSME online first publication
Sule Bayraktar
The purpose of this study was to diagnose the misconceptions held by pre-service physics teachers about force and motion. The secondary aim of the study was to detect whether misconceptions vary according to gender, educational level, and culture. The study was conducted with 79 student-teachers attending to one of the largest faculties of education in Turkey. Force Concept Inventory (FCI) was used to diagnose student-teachers’ misconceptions. FCI is a conceptual test consisting of 29 multiple choice items. Each wrong choice for each question reflects a specific misconception about the force and motion concepts. Data from the study was analyzed by using frequencies, t-test, and ANOVA for making comparisons according to gender and years of education. Results of the study showed that student-teachers of physics hold very strong misconceptions about impetus and active force. No significant differences were found between male and female students’ scores on the concept test. The results also showed that misconceptions about force and motion decreased through the years of education. However, they did not disappear completely. Findings of the study are very similar to the other research findings conducted on the subject in other countries. Student-teachers’ conceptions about Newton’s Third Law, on the other hand, were significantly better than those observed in other research done in other countries such as the US and Finland
Showing posts with label Newton 3. Show all posts
Showing posts with label Newton 3. Show all posts
2008-02-22
2007-10-30
Smith and Wittmann - Phys Rev 2007
From the Physical Review - Special Topics Physics Education Research:
Comparing three methods for teaching Newton’s third law
Phys. Rev. ST Phys. Educ. Res. 3, 020105 (2007)
Trevor I. Smith and Michael C. Wittmann
Department of Physics and Astronomy, College of Education and Human Development, Center for Science and Mathematics Education Research, University of Maine, Orono, Maine 04469, USA
Received 20 April 2006; revised 11 December 2006; published 18 October 2007
Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington–style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton’s third law: the University of Washington’s Tutorials in Introductory Physics (TIP), the University of Maryland’s Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.
©2007 The American Physical Society
URL: http://link.aps.org/abstract/PRSTPER/v3/e020105
DOI: 10.1103/PhysRevSTPER.3.020105
PACS: 01.40.Fk, 01.40.G−, 01.40.gb
Comparing three methods for teaching Newton’s third law
Phys. Rev. ST Phys. Educ. Res. 3, 020105 (2007)
Trevor I. Smith and Michael C. Wittmann
Department of Physics and Astronomy, College of Education and Human Development, Center for Science and Mathematics Education Research, University of Maine, Orono, Maine 04469, USA
Received 20 April 2006; revised 11 December 2006; published 18 October 2007
Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington–style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton’s third law: the University of Washington’s Tutorials in Introductory Physics (TIP), the University of Maryland’s Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.
©2007 The American Physical Society
URL: http://link.aps.org/abstract/PRSTPER/v3/e020105
DOI: 10.1103/PhysRevSTPER.3.020105
PACS: 01.40.Fk, 01.40.G−, 01.40.gb
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