Examining the Physics Conceptions, Science Engagement and Misconceptions of Undergraduate Students in STEM

Autor/in	Bahtaji, Michael Allan A.
Titel	Examining the Physics Conceptions, Science Engagement and Misconceptions of Undergraduate Students in STEM
Quelle	In: Journal of Baltic Science Education, 22 (2023) 1, S.10-19 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bahtaji, Michael Allan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Physics; Science Education; Scientific Concepts; Misconceptions; Gender Differences; Intellectual Disciplines; Undergraduate Students; Mechanics (Physics); Learner Engagement; Correlation; Student Interests; Secondary Education; Foreign Countries; STEM Education; Philippines; Force Concept Inventory + Suchen Sie Ihr Suchwort? Physik; Naturwissenschaftliche Bildung; Missverständnis; Geschlechterkonflikt; Geisteswissenschaften; Mechanik; Korrelation; Studieninteresse; Sekundarbereich; Ausland; STEM; Philippinen
Abstract	Exploring students' physics conceptions, science engagement and misconceptions in physics together with their association to certain variables (gender, educational background, and program of study) are essential in improving physics teaching and learning. However, few studies have been conducted to explore these three measures and almost none among STEM undergraduate students in the domain of Newtonian mechanics. To explore these measures, the Force Concept Inventory (FCI) and the Science Engagement Survey (SES) were administered to 281 STEM undergraduate students. Various statistical tools (ANOVA, t-test, correlations, etc.) have been utilized in the data analyses. The result revealed that gender and previous upper-secondary school strand have no significant effect on physics conceptions but have a significant effect on science engagement. The results also revealed a weak correlation between physics conceptions and science engagement, suggesting that interest becomes more effective when it was developed during the learning process. Finally, the results also revealed that more than 80% of the participants have a misunderstanding about the force direction of a thrown object, confirming that the dominant features of force and motion students have less conform to problems that involve non-contact force. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01