Force and motion misconceptions’ pliability, the case of Moroccan high school students

Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

“…For other five attributes, the percentages of having misconceptions was similar. These findings were in accordance with previous studies that examined students' misconceptions about force and laws of motion, e.g., Azman et al (2013), Bouzid et al (2022), andSuprapto et al (2016). That is, students around the world show an analogous pattern of these misconceptions.…”

“…As a result, they misunderstood that every object contained an acting force in the form of impetus that acts like fuel that keeps the object moving. (Azman et al, 2013;Bouzid et al, 2022). Moreover, Mackay (2019) found that misconceptions about Newton's first law of motion were difficult to correct.…”

“…In other words, the number of misconceptions decreased as students move up their educational levels (Mufit, 2018). Other studies revealed that there were no differences among high school students of different age groups when it comes to developing misconceptions (Bouzid et al, 2022). That is, students of all ages possessed the same patterns of misconceptions about force and laws of motion (Liu & Fang, 2016).…”

A three-year comparative study of dominant misconceptions among first-year physics students at a South African university

“…Apart from the previously published works mentioned (Martín-Blas et al 2010, Bani-Salameh 2016a, 2016b), there are only a few other studies that explicitly use DMs. For example, in the gender context, Bouzid et al (2022) has done some work done on Moroccan high school students. Escalante and Cuevas (2023) used the FCI as a pre-entry test for different physics year-levels at a university in Chile, where DMs were then analysed between the year-levels.…”

“…Given the well-documented shortage of women in physics (Eddy and Brownell 2016) and the persistence of entrenched gender stereotypes, this can be interpreted as a 'quantifiable measure' of 'imposter syndrome' (Marchand and Taasoobshirazi 2013). With this in mind, we consider the gender context to be of paramount importance in research investigating equity and gender differences in physics, in particular in relation to the FCI test (Docktor and Heller 2008, Glasser and Smith 2008, Shapiro and Williams 2012, Bates et al 2013, Coletta 2013, Madsen et al 2013, Alinea and Naylor 2017, Bouzid et al 2022, Hewagallage et al 2022. In South Africa, where the population reflects a wealth of cultural and linguistic backgrounds (as we shall discuss later), this issue of gender diversity may be even more prevalent (Francis et al 2019, Sá et al 2020.…”