Cambodian students’ prior knowledge of projectile motion

Piten, So; Rakkapao, S; Prasitpong, Singha

doi:10.1088/1742-6596/901/1/012116

Cited by 8 publications

(5 citation statements)

References 10 publications

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“…Based on the misconception findings listed in Table 4, it shows that teachers also experience misconceptions about kinematics in the topics: Linear Motion, Reading Linear Motion Graphs and Parabolic Motion. Students also often encounter these findings of misconceptions of kinematics by teachers, including: speed and acceleration [23,24], parabolic motion [25], and understanding graphs [26]. While the analysis of misconceptions based on the answers of each teacher obtained the results as shown in Table 5.…”

Section: No Sub Chaptermentioning

confidence: 99%

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Admoko,

Suliyanah

2023

J. Phys.: Conf. Ser.

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The role of a physics teacher in learning is to facilitate student activities to construct correct conceptual understanding as that of a scientist. As the primary source of knowledge for students, a physics teacher is required to have the right concept, but this demand is not necessarily fully fulfilled. This study aims to determine the profile of physics teachers’ understanding of concepts on kinematics material detected by a four-tier misconception test. Participants in this study were 20 high school physics teachers in Surabaya. Based on the results of data analysis, it was found that the dominant misconceptions included: (1) Two objects that make the same displacement at the same time interval will have the same velocity, regardless of the type of movement of the two objects (2) Objects that move vertically straight up or down will always have the acceleration of motion equal to the acceleration of gravity which is directed downwards. (3) As long as the object’s position is at positive coordinates, it means the object is moving in the forward direction. (4) The graph of velocity against time, which has a positive gradient, means that the object always moves forward (5) In parabolic motion, the length of time an object is in the air only depends on the length of its path, the longest path will require the longest time. (6) In parabolic motion, the final speed of an object when it lands on the ground depends not only on its initial speed but also on its elevation angle. The findings of several misconceptions above show that even a physics teacher cannot escape misconceptions. Therefore, it is crucial for a teacher to be able to remedy the misconceptions he suffers so that these misconceptions are not transmitted to the students he teaches. This finding is the first step for researchers to detect misconceptions, followed by the application of certain learning methods to remedy misconceptions in future research.

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Section: No Sub Chaptermentioning

confidence: 99%

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Admoko,

Suliyanah

2023

J. Phys.: Conf. Ser.

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“…The horizontal range will decrease when the fired angle is more than 45 degrees. [19] was 240 students, grouped into six classrooms. One of the classrooms was selected by using a cluster sampling technique.…”

Section: Items Misconceptions Scientific Concepts Referencesmentioning

confidence: 99%

Effectiveness of the simulation-based learning (SBL) assisted with scaffolding approach to address students’ misconceptions about projectile motion

Fongsamut¹,

Танаситтикосол²,

Phaksunchai³

2022

Phys. Educ.

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This research studied the effectiveness of the simulation-based learning assisted with scaffolding approach to address students’ misconceptions (MCs) about projectile motion. The five MCs were related to the direction of the force acting on an object (MC1), the acceleration of an object at the top of the trajectory (MC2), the directions of velocity and acceleration during projectile motion (MC3), the time of flight of objects (MC4), and the relationship between the range of projectile motion and angle of projection (MC5). This study was a pre-experimental design using both quantitative and qualitative data. The sample comprised 35 tenth-grade Thai high school students who were chosen using the cluster sampling technique. The teaching method consisted of three steps: a briefing, simulation, and debriefing. Each step was assisted with scaffolding to guide and help the students. The MCs tests consisted of five multiple-choice questions with a four-tier diagnostic test, and the tests were used as a pre-test, end-of-class test, and end-of-topic test. Six semi-structured interview questions were used to obtain in-depth data. The results indicated that MC1, MC2, MC3, MC4, and MC5 were addressed by 11.1%, 85.7%, 57.2%, 57.2%, and 61.5%, respectively, at the end-of-topic test. Students who had MCs in the pre-test changed their understanding of the concepts in MC2, MC3, MC4, and MC5 by 57.1%, 14.3%, 28.6%, and 53.8%, respectively. None of the MC students in MC1 understood the concept at the end-of-topic test. Nevertheless, the overall results showed increased students’ understanding of all conceptions.

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“…Graphs help to link actual motion and physics concepts (Volkwyn et al, 2020). Despite being valued in science education, the literature demonstrates that graphs of motion are challenging to students in conventional educational settings (Antwi et al, 2018;Hill & Sharma, 2015;Mešić et al, 2015;Piten et al, 2017;Shodiqin & Taqwa, 2021). According to numerous earlier research, this issue is connected to the general learning challenges that students encounter when studying mechanics topics.…”

Section: Introductionmentioning

confidence: 99%

Effect of computer-simulated teaching tools on Rwandan senior four students’ understanding of graphs of projectile motion

Uwayezu,

Yadav

2023

Journal of Mathematics and Science Teacher

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This study intended to assess the extent to which computer-simulated teaching tools influence Rwandan senior four students’ understanding of graphs of projectile motion. Two schools were purposively selected, and 54 students were grouped in the control and experimental groups. Students’ scores on a multiple-choice test were collected and analyzed using frequencies and inferential statistics. Results showed that students in the experimental group got the average normalized gain in the medium range, t(36)=3.944, p<0.01 whereas in the control group it was in the low range, t(16)=1.788, p>0.05. It was found that students in the experimental group improved their understanding of graphs of projectile motion better than students who were taught using traditional methods, t(52)=-2.194, p=0.033. The study shows that using computer-simulated teaching tools influences positively students’ understanding of graphs of projectile motion. The use computer-simulated teaching tools in teaching projectile motion is recommended for physics teachers and further studies.

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Cambodian students’ prior knowledge of projectile motion

Cited by 8 publications

References 10 publications

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Effectiveness of the simulation-based learning (SBL) assisted with scaffolding approach to address students’ misconceptions about projectile motion

Effect of computer-simulated teaching tools on Rwandan senior four students’ understanding of graphs of projectile motion

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