HIGH SCHOOL STUDENTS? MISCONCEPTIONS ABOUT PROJECTILE MOTION

Serdar Aydin (), Refik Dilber (), Ela Aydin (), Umit Turgut () and Riza Salar ()
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Serdar Aydin: Ataturk University, Kazim Karabekir Faculty of Education
Refik Dilber: Ataturk University, Kazim Karabekir Faculty of Education
Ela Aydin: Ataturk University, Kazim Karabekir Faculty of Education
Umit Turgut: Ataturk University, Kazim Karabekir Faculty of Education
Riza Salar: Ataturk University, Kazim Karabekir Faculty of Education

No 2503403, Proceedings of International Academic Conferences from International Institute of Social and Economic Sciences

Abstract: The purpose of this research was to determine the effectiveness of conceptual based instruction and traditionally designed physics instruction on students? understanding of projectile motion concepts. Misconceptions relevant to projectile motion concepts were specified by related literature on this subject. Projectile Motion Concepts Test was developed according to misconceptions. The data were gained through 43 students in an experimental group taught with learning activities based on conceptual change instruction and 39 students in a control group who followed traditional classroom instruction. The results showed that conceptual change-based instruction caused significantly better acquisition of conceptual change of projectile motion concepts than the traditional instruction.

Keywords: conceptual change; misconception; physics education; projectile motion (search for similar items in EconPapers)
JEL-codes: I29 (search for similar items in EconPapers)
Pages: 1 page
Date: 2015-06
New Economics Papers: this item is included in nep-edu
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Published in Proceedings of the Proceedings of the 16th International Academic Conference, Amsterdam, Jun 2015, pages 71-71

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Persistent link: https://EconPapers.repec.org/RePEc:sek:iacpro:2503403

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