Learner’s Alternative and Misconceptions in Physics: A Phenomenographic Study

Motlhabane, Abraham

doi:10.33225/jbse/16.15.424

Cited by 7 publications

(4 citation statements)

References 26 publications

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“…Even though the resultant force should be proportional to the change in the velocity of the object, not the velocity of the object. The results of this study are in line with several previous studies which showed that many students had difficulties in understanding physics in graphical representation (Klein et al, 2017;Motlhabane, 2016).…”

Section: Figure 3 Pretest-posttest Question Sample (Question Number 5)supporting

confidence: 92%

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Taqwa¹,

Yusof²,

Pebriana³

et al. 2022

Momentum: Physics Education Journal

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Recitation programs have been developed and tested on the topic of force and motion. The program consists of 63 multiple choice questions with feedback made in 3 packages (one package each week). This study aims to analyze the effectiveness of the program. This research is a quantitative research with a quasi-experimental design. The applied experimental design is a one group pretest-posttest design. The program was given for 3 weeks by giving 1 recitation package at each meeting (there are 21 questions for every package). The study was conducted on 38 Physics Education students’ who enrolled the Material and Learning Physics I course. The pretest-posttest questions consisted of 15 reasoned multiple-choice questions. Data analysis was performed by determining descriptive statistics, paired sample t-test, N-gain, and d-effect size. The research found that the program significantly improved students’ conceptual understanding with N-gain of 0.498 and d-effect size of 1.559. These results indicate that the provision of recitation programs can improve students' conceptual understanding on force and motion, especially in determining the F(t) graph from the v(t) graph, where initially the ability to solve problems in the form of graphical representations is one of the difficult matters for students.

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Section: Figure 3 Pretest-posttest Question Sample (Question Number 5)supporting

confidence: 92%

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Taqwa¹,

Yusof²,

Pebriana³

et al. 2022

Momentum: Physics Education Journal

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show abstract

“…Graphs of position, velocity and acceleration are fundamental in teaching about motion, and many researchers have studied student difficulties, as reviewed e.g. in [5]. Even if students entering introductory physics classes understand the basic construction of graphs, they often find it difficult to apply those skills to the tasks they encounter in the physics courses [6].…”

Section: Understanding Of Graphs Of Position Velocity and Acceleratio...mentioning

confidence: 99%

Force, acceleration and velocity during trampoline jumps—a challenging assignment

Pendrill

Ouattara

2017

Phys. Educ.

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Bouncing on a trampoline lets the jumper experience the interplay between weightlessness and large forces on the body, as the motion changes between free fall and large acceleration in contact with the trampoline bed. In this work, several groups of students were asked to draw graphs of elevation, velocity and acceleration as a function of time, for two full jumps of the 2012 Olympic gold medal trampoline routine by Rosannagh MacLennan. We hoped that earlier kinaesthetic experiences of trampoline bouncing would help students make connections between the mathematical descriptions of elevation, velocity and acceleration, which is known to be challenging. However, very few of the student responses made reference to personal experiences of forces during bouncing. Most of the responses could be grouped into a few categories, which are presented and discussed in the paper. Although the time dependence of elevation was drawn relatively correctly in most cases, many of the graphs of velocity and acceleration display a lack of understanding of the relation between these different aspects of motion.

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“…Then, the showed that the character assessment of students in New York still uses the conventional method, where in this case the teacher has difficulty in assessing the character possessed by students [89]. Furthermore, shows that there are still many students in Africa who experience minimal character values due to the difficulty of teachers in conducting these character assessments [90].…”

Section: Introductionmentioning

confidence: 99%

E-Assessment: Character of Students in Elementary School

Asrial¹,

Syahrial²,

Kurniawan³

et al. 2023

Int. J. Interact. Mob. Technol.

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This study aims to determine the teacher's response to the use of e-assessment of character in elementary school students; knowing the results of the assessment of the character of love for the homeland, tolerance, and discipline; comparing the results of character assessment in three schools, knowing the validity and feasibility of e-character assessment. This research is a research & development research using quantitative data and qualitative data. The research sample consisted of 55 students at SD Negeri 034/I Teratai, 58 students at SD Negeri 045I Sridadi, and 61 students at SD Negeri 064/I Muara Bulian obtained by purposive sampling technique. The data collection technique uses a love of the homeland, tolerance, and discipline questionnaire. Analysis of quantitative data using descriptive statistics and inferential statistics in the form of one way ANOVA test, post-hoc further test in the form of Tukey HSD test and qualitative data using the Miles and Huberman technique. The results showed that teachers have a very good response to the use of e-assessment. The developed e-assessment product is in the very good category so it is feasible to use

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Learner’s Alternative and Misconceptions in Physics: A Phenomenographic Study

Cited by 7 publications

References 26 publications

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Force, acceleration and velocity during trampoline jumps—a challenging assignment

E-Assessment: Character of Students in Elementary School

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