Investigation of Student Reasoning about Harmonic Motions

Tongnopparat, N.; Poonyawatpornkul, Jiraporn; Wattanakasiwich, Pornrat

doi:10.7566/jpscp.1.017033

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…The highest percentage of misconceptions on item 68.4% of students answered misconceptions about the relationship of spring length to the frequency value. This result is in line with research conducted on 45 students who carried out special classes at the Chiang Mai University of Thailand and provided information that most students reasoned that the mass and spring constant are the same so that the frequency value must remain the same [26]. Students' misconceptions in the medium category are shown in items 1, 3, and 5, and low misconception in items 2, 6, 7, 8, and 9 [27].…”

Section: Diagnosis Of Student Misconceptionssupporting

confidence: 86%

Development of Two-Tier Test Instruments to Detect Student’s Physics Misconception

Lengkong¹,

Istiyono²,

Rampean³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The aims of this research is to develop a two-tier test instrument to diagnose students' conceptual understanding abilities and knowing the level of student misconceptions on the topic of simple harmonic motion. The method in this research is 4D Research and Development (Define, Design, Develop, and Disseminate) by Thiagarajan and Semmel. The define stage is to conduct a literature study and observation in determining the focus of the problem. The design and develop stage is a modification of test instrument development procedure from the Oriondo & Dallo-Antonio models, namely: (1) Test design, (2) Trying out, (3) Test assembly, and measurement. The disseminate stage is conducting a seminar on the implementation result. The content validity of the nine items test was declared valid with Aiken's V coefficient ≥ 0.76. The test instrument has been validated and declared valid and reliable has seen from the entire INFIT MNSQ item in the range of 0.77-1.30. The data analysis technique using the PCM 1 PL model with Polytomous scoring. The test instrument developed and tested to 60 students of Class X MIPA was able to measure the error of students by 30.5% having misconceptions and by 27.6% not understanding the concept. Of the nine items given with different conception, the largest percentage of students' misconceptions is in item number 4, which is 68.3% of students experiencing a misconception about the relationship of spring length to their frequency value.

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Section: Diagnosis Of Student Misconceptionssupporting

confidence: 86%

Development of Two-Tier Test Instruments to Detect Student’s Physics Misconception

Lengkong¹,

Istiyono²,

Rampean³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…Specifically, Wan et al [6] have found that students confuse period and angular frequency when interpreting periodic functions, including functions for waves, and Turner, Ellis, and Beichner [7] found that students perform much better on a validated test for understanding linear kinematics graphs than on an equivalent test on rotational kinematics graphs. A few less relevant studies have investigated student understanding of concepts that implicitly include some of these three quantities, such as in the study of simple harmonic motion and oscillations [8,9], wave phenomena [10][11][12], and rotations [13].…”

Section: Introductionmentioning

confidence: 99%

Observed hierarchy of student proficiency with period, frequency, and angular frequency

Young

Heckler

2018

Phys. Rev. Phys. Educ. Res.

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In the context of a generic harmonic oscillator, we investigated students' accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free response tests, and multiple choice tests developed in an iterative process, we assessed students in both algebra-based and calculus-based, traditionally instructed university-level introductory physics courses. Using the results, we categorized nine skills necessary for proficiency in determining period, frequency, and angular frequency. Overall results reveal that, postinstruction, proficiency is quite low: only about 20%-40% of students mastered most of the nine skills. Next, we used a semiquantitative, intuitive method to investigate the hierarchical structure of the nine skills. We also employed the more formal item tree analysis method to verify this structure and found that the skills form a multilevel, nonlinear hierarchy, with mastery of some skills being prerequisite for mastery in other skills. Finally, we implemented a targeted, 30-min group-work activity to improve proficiency in these skills and found a 1 standard deviation gain in accuracy. Overall, the results suggest that many students currently lack these essential skills, targeted practice may lead to required mastery, and that the observed hierarchical structure in the skills suggests that instruction should especially attend to the skills lower in the hierarchy.

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Sound and Waves

Faletič

2023

The International Handbook of Physics Education Research: Learning Physics

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Oscillations, sound and waves are integral parts of undergraduate physics courses and even high school curricula in many countries. However, they are not always given a lot of attention. It is not uncommon for topics such as kinematics, forces, thermodynamics and electricity to use up most of the curriculum. Yet, understanding of oscillatory and wave phenomena is crucial for understanding resonance and propagation of disturbances in continuous media such as tsunamis and earthquakes. These concepts can then be extended to electromagnetic waves, like 5G networks, microwaves and Bluetooth, and further into quantum mechanics. One of the reasons for the relatively low attention given to oscillations and waves is their perceived difficulty for students. So in this overview, we analyze the research literature on students' reasoning about oscillations, sound and waves to try and find the reasons why the topics results difficult and what can be done about it.

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Investigation of Student Reasoning about Harmonic Motions

Cited by 3 publications

References 3 publications

Development of Two-Tier Test Instruments to Detect Student’s Physics Misconception

Development of Two-Tier Test Instruments to Detect Student’s Physics Misconception

Observed hierarchy of student proficiency with period, frequency, and angular frequency

Sound and Waves

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