Beliefs regarding force and motion: a longitudinal and cross‐cultural study of South African school pupils

Enderstein, L. G.; Spargo, P. E.

doi:10.1080/0950069960180406

Cited by 16 publications

(5 citation statements)

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“…From the students' answers, it appears that the correct answer (in both cases above) is given by only 35.4%. At the same time, the well-known alternative idea prevails that force is only connected to the existence of movement (Driver, 1984;Galili & Bar, 1992;Enderstein & Spango, 1996;Bayraktar, 2009).…”

Section: Resultsmentioning

confidence: 99%

Relationship of IQ with Alternative Ideas of Primary School Students on the Concepts of Force and Weight

Kotsis

Stylos

2023

EJEDU

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This paper presents the results of the empirical research carried out on students in the Sixth grade of Primary School in the city of Ioannina, Greece, regarding the alternative ideas they have about the concepts of force and weight concerning the intelligence index of each student, which was measured with the WISC-III tool. The research results show a linear relationship between the IQ and the number of correct answers the student gave.

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Section: Resultsmentioning

confidence: 99%

Relationship of IQ with Alternative Ideas of Primary School Students on the Concepts of Force and Weight

Kotsis

Stylos

2023

EJEDU

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“…In this longitudinal and cross-cultural study carried out in schools in the Cape Province of the Republic of South Africa and the then Transkei, some of the results of which have already been reported (Enderstein and Spargo 1996), we used a multiple-choice questionnaire to investigate the beliefs pupils hold about a number of different physical events. The study involved 1834 pupils in schools in the Cape and 492 pupils in schools in Transkei, giving a total of 2326 pupils in all.…”

Section: Methodsmentioning

confidence: 99%

The effect of context, culture and learning on the selection of alternative options in similar situations by South African pupils

Enderstein

Spargo

1998

International Journal of Science Education

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The intuitive beliefs about a number of well-known physical events were investigated in a longitudinal and cross-cultural study involving 2326 pupils in schools in the Cape Province of the Republic of South Africa and the then Republic of Transkei using a multiple-choice questionnaire designed for the purpose. One of the findings of the study is that the context of the question has a clear effect on the frequency with which different options are selected in physically similar situations. Furthermore, differences between the beliefs of pupils in schools in the Cape and in Transkei emerge, as well as an increasing trend towards the selection of the correct response in some situations across the standards in Cape schools which appear to indicate the effect of learning in science.

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“…Research over the past forty years at an international level (Brown, 1989;Clement, 1982;Viennot, 1979) conducted on secondary school students has shown that students still have serious misconceptions about physics concepts and phenomena. Indicatively, the research on the ideas, perceptions, and difficulties of pupils and students regarding the concepts of kinematics (Trowbridge & McDermott, 1980, 1981, dynamics (Clement, 1982;Enderstein & Spango, 1996;Galili & Bar, 1992;Palmer 1997), shots (Halloun & Hestenes, 1985a;Whitaker, 1983), energy (Goldring & Osborne 1994;Lawson & McDermott, 1987), momentum (Graham & Berry, 1996), electricity (Metioui et al, 1996;Shipstone et al, 1988), optics (Ambrose et al, 1999;Galili, 1996), thermodynamics (Johnstone et al, 1977;Kesidou & Duit, 1993), the structure of matter (Griffiths & Preston, 1992), and wave (Maurines, 1992). A valuable list of the international literature can be found in McDermott and Redish's (1999) paper.…”

Section: Alternative Ideas Of Secondary School and University Studentsmentioning

confidence: 99%

Alternative ideas about concepts of physics, a timelessly valuable tool for physics education

Kotsis

2023

Eurasian Journal of Science and Environmental Education

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Alternative ideas, defined as faulty or incomplete understandings of scientific concepts, are prevalent among students across all age groups and educational levels. In physics, misconceptions often arise from everyday experiences, intuitive reasoning, and oversimplified analogies. The persistence of misconceptions in students’ understanding of physics concepts can hinder learning and compromise scientific literacy. Consequently, research on alternative ideas has emerged as a critical aspect of science education, informing teaching strategies and curriculum development. At the beginning of this research, a brief historical report is presented on how research began in the field of the didactic of physics. Then a report is presented with research that led to the identification of alternative ideas at various levels of education. Finally, modern studies on the alternative ideas on the concepts of physics and their conclusions are presented and highlight the timeless necessity of the scientific research of alternative ideas and students’ perceptions of physics concepts, proving how valuable it is for physics education in the search for this topic.

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Beliefs regarding force and motion: a longitudinal and cross‐cultural study of South African school pupils

Cited by 16 publications

References 16 publications

Relationship of IQ with Alternative Ideas of Primary School Students on the Concepts of Force and Weight

Relationship of IQ with Alternative Ideas of Primary School Students on the Concepts of Force and Weight

The effect of context, culture and learning on the selection of alternative options in similar situations by South African pupils

Alternative ideas about concepts of physics, a timelessly valuable tool for physics education

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