Force and Motion Misconceptions' Pliability, the Case of Moroccan High School Students

Autor/inn/en	Bouzid, Tariq; Kaddari, Fatiha; Darhmaoui, Hassane
Titel	Force and Motion Misconceptions' Pliability, the Case of Moroccan High School Students
Quelle	In: Journal of Educational Research, 115 (2022) 2, S.122-132 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouzid, Tariq)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2022.2064802
Schlagwörter	Foreign Countries; Scientific Concepts; Misconceptions; High School Students; Physics; Motion; Science Instruction; Age Differences; Instructional Program Divisions; Gender Differences; Morocco + Suchen Sie Ihr Suchwort? Ausland; Missverständnis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Bewegungsablauf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Marokko
Abstract	This work investigates science major students' misconceptions about "force and motion." Stratified-convenience sampling method has been conducted on 232 Moroccan high school students. Using Force Concept Inventory (FCI), we examined all known misconceptions listed in the original article by Hestenes et al. (1992, "Phys. Teach." 30, 141-151) and carefully highlighted the most dominant ones. Our study suggests that most Moroccan high school students do not have a "Newtonian understanding" about the concept of force and motion and carry a pre-Aristotelian conceptual understanding. Our results show that misconceptions about force and motion slightly decrease among students in upper grades. Nonetheless, no significant correlations were found pertaining to grade, age, or gender. We compare our findings to earlier works on the subject in Morocco as well as in other countries. The data and its analysis we provide in this work help to better understand students' misconceptions and the reasoning behind them. They could serve as a guideline for developing appropriate didactic methods and tools to position and remediate students' conceptions about force and motion. It could trigger further research on the subject and its implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01