Professional Documents
Culture Documents
Abdul Gafoor. K*
&
Akhilesh,P.T.**
9/21/2007
Abstract________________________________________________________________
Learning of science becomes difficult by the presence of numerous
misconceptions. Data collected using test of concept attainment in physics
(TCAP) from a stratified sample of 627 pupils studying in standard nine in a
district of Kerala reveal that majority of students have misconception regarding
34 concepts in physics. Forty-two per cent of high school students have
misconception regarding majority of concepts in the TCAP. In the areas density,
sound, work and gravity the extent of misconception is nearly three fourth of the
sample. Out of the 63 concepts in Physics that show gender difference in
misconceptions, 37 concepts have higher rate of misconception among girls, than
boys do. Only 26 concepts in Physics have higher rate of misconceptions among
the boys, than in girls. In the areas work and velocity, boys have higher number
and rate of misconception than girls, while for density, energy, sound, solar
system, and gravity girls have higher rate and number of misconception. Rural
students have more misconception than urban students do. In velocity and its
definition, work, mass, sound, and energy urban students have higher number
and rate of misconception; while for force and inertia, density, energy
transformation, solar system, and light, rural students have higher rate and
number of misconception. The study suggests steps for remedying
misconceptions.
________________________________________________________________________
* Reader, Department of education, University of Calicut, Calicut
University PO. 673635. Kerala.
**Teacher, University Teacher Education centre, Calicut, Kerala
Misconception in physics among secondary school students
77
Misconception in physics among secondary school students
78
Misconception in physics among secondary school students
Clement 1987; Hewson & Hewson, 1983). Students can become confused in
physics because of many factors, Language usage, everyday experience,
analogies, and metaphors. Examination papers and textbooks (Ivow &
Oludotun, 1987) can cause students difficulty in forming acceptable
understanding of physics concepts, theories, and laws (Clement1987). Textbook
can mislead students because of poor writing and/ or poor editing.
Often misconception is incredibly durable. Studies have shown students
to hold believes in contradiction of those used to solve problems correctly
(Hammer 1989; Clement and Brown 1987). The tenaciousness of such
misconceptions is not due to the difficulty in acquiring a new concept, but
rather due to the learner‟s reluctance to relinquish the old familiar
misconceptions (Terry & Hurford, 1985). After the instruction, students might
use scientific knowledge in school, and give correct answers to standard
questions, but in unfamiliar situations or outside the school will use their own
alternative beliefs (White, 1992).
Studies on misconception can help to remove misconception with
relevant methods facilitated by improved understanding of the field. This can
contribute to the national development through eradication of superstitions,
and through developing objectivity, open mindedness, critical thinking, and
adoption of scientific method in solving problems.
Objectives of the study
1. To find out the percentage of error committed in each of the
concepts involved in select areas in physics viz (1) matter (2) Solar system (3)
density (4) velocity (5) mass (6) gravity (7) work (8) Energy (9) light (10) sound
(11) electricity (12) Temperature, by the secondary school students.
2. To identify the misconceptions in select areas in physics viz (1)
matter (2) Solar system (3) density (4) velocity (5) mass (6) gravity (7) work (8)
Energy (9) light (10) sound (11) electricity (12) Temperature, in which there
exist significant gender and locality difference in the percentage of error among
secondary school students.
Test of Concept Attainment In Physics (TCAP)
For the study data was collected using test of concept attainment in
physics (TCAP) developed for the purpose. A pilot study including informal
interviews with high school teachers, high school students, frequent informal
but valuable consultation with experts in physics helped to obtain a list of
misconceptions. Discussions with a number of school students helped to cross
check and confirm the list relevance. Literature review helped in preparing a
condensed list of areas where misconception occurs frequently. The possible
Format of Test Items was 1) Multiple Choice Test 2) Diagnostic Test or 3)
Statement form Questionnaire. After many trials with the item formats, 90
statements form items were pilot run in 20 students. Students were more
willing and co-operative towards this item format. Crosschecking each item
response with the actual answers and believes of students and seeking
explanation for particular responses during the pilot run ensured the validity of
each item.
Sample
A sample of 627 pupils studying in standard nine from nine schools
situated in Kozhikode district drawn using stratified sampling techniques to
79
Misconception in physics among secondary school students
give due representation to the sub groups based on gender of the pupils and
locality of schools provided the data.
FINDINGS
The major findings of the present study are summarized below.
80
Misconception in physics among secondary school students
Table 2: The area wise list of concepts that show significant gender difference in
misconception (concepts indicated in normal and italics are those showing more
misconception in boys and girls respectively)
81
Misconception in physics among secondary school students
Work Force need not be applied for work to occur 53.13 - 21.65
To have acceleration for a moving body its velocity need not be 65.34 - 35.06
increased
Work can take place against the force being applied 59.66 - 42.86
Centripetal force is the force which acts on the body outwards the 53.13 - 28.14
center in circular motion
Centrifugal force is the force acting inward from center on the 73.86 - 61.47
body in circular motion
If an object is not moving there is no force acting on it 34.66- 64.94
Force is not the capacity to do work 10.80- 26.41
Stationary object has no inertia 37.78- 60.61
When velocity increases mass changes 34.38- 54.98
Mass is not the amount of matter 15.06- 23.81
Energy An object situating at a height has no potential energy 58.52 - 29.44
Contd.
An object at rest has no potential energy 65.34 - 51.95
Various energy forms cannot be transformed one another 16.19- 43.29
It is not possible to convert matter to energy and vice versa 58.01- 42.61
Energy is transformed to only one form at a time 28.69- 46.75
Energy is lost when its form changes 25.85- 38.53-
Density Density and volume have no effect on floating 64.20 - 41.13
Contd.
82
Misconception in physics among secondary school students
Sound When frequency increases wave length (does not) decreases 69.03 - 47.62
Light Ocean seems blue due to the scattering of colours other than blue 19.60- 37.23
All rays in the sun light makes heat effect 26.99- 43.72
Oceans and lakes seem blue because they reflect the sky 22.16 - 35.50
Table 2 indicate that in the areas work and velocity, boys have higher
number and rate of misconception than girls, while for the area density, energy,
sound, solar system, gravity and to some extent for electricity and magnetism
girls have higher rate and number of misconception than boys. In the area
temperature, boys have relatively higher misconception than girls, as against
the area of light in which girls are worse than the boys. In the area matter, there
is no gender difference where as in the areas force and mass gender difference
exist, but result is not conclusive.
83
Misconception in physics among secondary school students
abstract and relational concepts than girls are. This study found that girls are
exhibiting more error in abstract concepts but they possess the concept
definition in textbooks and concepts of units of physical phenomena units more
than boys do. In the area of relational concepts, girls exhibit some problem in
relating the component concepts involved, more than boys do. In general, the
findings from the study indicate that girls exhibit more number of
misconceptions in physics than boys.
3. Locale difference in Misconception in Physics
Table 3 shows the concepts in physics that show locale-based difference. In the
77 concepts in physics which show locale based difference in the rate of
misconception, 34 concepts have higher rate of misconception among urban
than rural; as against 43 concepts which have higher rate of misconception
among the rural school students than urban school students. (See table 3)
Table 3: The area wise list of concepts, which show significant locale difference
in misconception (concepts indicated in normal and italics are those showing more
misconception in urban and rural samples respectively)
Urban – Rural
Area misconception
(%)
Velocity Displacement is the total distance traveled by
87.11 - 22.64
an object
To have acceleration for a moving body its
67.94 - 39.19
velocity need not be increased
Velocity is the distance covered in unit time 34.84 - 11.82
Speed of an object has a relation with direction 25.78-64.53
Unit of speed and velocity is (not) the same 8.36- 34.46
Mass and Mass denotes size of an object 71.78 - 14.19
Force
Mass is equal to the weight of the body 75.26 - 61.15
Centripetal force is the force which acts on the
body outward from the center in circular 92.33 - 15.54
motion
Centrifugal force is the force acting towards the
92.33 - 42.28
center by the body in circular motion
Force is that which is applied by man 88.18 - 57.09
If an object is not moving there is no force acting
17.77- 74.66
on it
Capacity to do work is not force 6.97- 26.69
Force is not the entity which changes moving or
11.50- 21.28
stationary state of an object
A stationary object has no inertia 28.92- 64.19
Inertia is independent of mass 8.36- 36.82
Mass is not the amount of matter 6.27- 30.41
84
Misconception in physics among secondary school students
Urban – Rural
Area misconception
(%)
When velocity changes mass changes 31.01- 53.72
Work Force need not be applied for work to occur 69.69 - 14.19
Displacement is not essential to say work is 68.64 - 14.53
done
Work cannot take place against the applied
69.34 - 37.10
force
Work and the labour are the same 91.64 - Contd.
64.53
Power is not the rate of work 10.10- 23.31
Sound When frequency increased then wave length
87.11 - 34.80
decreases
Sound travels in straight line 60.98 - 33.11
All sound waves are audible 86.06 - 58.78
Sound cannot do work ie sound is not a energy
78.40 - 59.48
form
Sound above 20Hz are not audible 3.14- 45.27
Sound needs no medium to travel 16.72- 51.69
All sound is audible to man 3.14- 21.96
Energy An object situating at a height has no potential
68.29 - 26.35
energy
An object at rest has no potential energy 75.26 - 45.26
A stationary object has no energy 75.26 - 63.51
It is not possible to convert matter to energy and
17.42- 64.86
vice versa
Matter and energy are not same and equal 28.22- 68.58
Various energy forms cannot be transformed
7.67- 45.61
one another
Energy transforms to only one form at a time 20.91- 50.34
Energy loses when its form changes 23- 38.51
Density Density and volume do not influence floating 76.31 - 34.36
Pressure on sea bed will be lower 47.74 - 37.16
Substance should contain air to float 11.15- 59.12
oil floats because Water and oil are immiscible 3.14- 19.59
Atmospheric pressure increases with height 26.13- 51.69
Due to its heaviness a big cube of ice never
26.83- 41.55
floats
Heavier or metal objects sink in water 72.47- 83.78
Electricity Volt is (not) the unit of potential difference 65.28 - 28.38
85
Misconception in physics among secondary school students
Urban – Rural
Area misconception
(%)
and magnets ampere is (not) the unit of electricity flow in a
40.07 - 12.84
circuit
Only magnets can make magnetic field 55.74 - 10.80
Iron is the best conductor of electricity 13.24- 57.09
As Potential difference increases flow of
5.23- 36.82
electricity decreases
Potential difference has no connection with
11.85- 32.9
electricity flow
Gravity If the metal objects with different shape and
height is falling from same height heavier will 89.90 - 55.74
reach ground first
Gravity needs a medium to act 89.90 - 64.86
At the center of earth gravity should be high 12.89- 54.05
If there is no air, gravity cannot act through 28.92- 60.81
It is Not due to low gravitational force that the
10.80- 35.47
space traveler feels weightless
Acceleration due to gravity should be equal all
28.22- 41.55
over the world
Temperature When ice cube comes in contact with heated
iron rod only iron rod exhibit temperature 69.34 - 41.55
change
Resistance of conductor decreases along length
70.38 - 46.62
and increases along temperature
Matter When water evaporates it is converted to
85.71 - 60.81
hydrogen and oxygen
Light An object which absorbs all colours in the
sunlight seems white while one which reflects 55.40 - 36.49
all seems black
Only seven colours can make white light 73.87 - 63.85
All rays in the sun light makes heat effect 10.80- 55.74
Ocean seems blue due to the scattering of light
11.50- 41.22
other than blue
Oceans and lakes seem to blue because they
15.68- 38.85
reflect sky
All rays in the sun light are visible 25.69- 35.81
Energy never decreases in sun 25.44- 71.62
Sun is not a star 3.83- 40.20
Solar System A light year is one is lesser than a regular year 10.80- 43.58
Light year is the distance between earth and
42.51-66.89
sun
86
Misconception in physics among secondary school students
Urban – Rural
Area misconception
(%)
Light year is (not) the measure of long distance 16.72- 31.42
From earth we can see every side of moon 43.2- 55.41
Table 3 shows that rural students have more misconception than urban
students do. In the areas velocity and its definition, work, mass, sound, and
energy urban students have higher number and rate of misconception than
rural students; while for the areas force and inertia, density, energy
transformation, solar system, and light, rural students have higher rate and
number of misconception than urban school students. In the area velocity
urban have higher misconception than rural students do, as against the area of
gravity in which rural students are worse than urban students do. In the areas
matter, mass and force there is no locale difference in misconception.
Among urban students, six minor concepts have more than three fold
misconceptions rate than rural students in which one minor concept exhibit 5-
fold misconception rate than rural. Among rural students, 22 minor concepts
have more than 3 fold misconception rate than urban. Here the rate is 14 fold,
10 fold, seven fold, or 5-fold misconception than urban in some concepts.
Educational Implications
The study indicate that the concepts which are concrete in nature have
comparatively low rate of misconceptions and those which involve functional
relationships, relation between relations and reference model concepts (abstract
concepts) show comparatively high error rate. Hence, the teachers have to keep
in mind about the facts about nature of concepts, which have major role in
making misconceptions in students mind while designing instruction and
framing of the science curriculum and even for the judicious selection of
learning experience.
High school students have serious misconceptions in the areas density,
sound, work, and energy. Some of them have misconceptions in the bases of
floating, sound propagation, work-force relation, and energy transformation.
The science topics temperature, mass, energy etc to be made more concrete
with examples and thereby reduce the textual nature of concepts. In other
words, abstract to concrete, translation need to occur in our physics
classrooms.
All types of misconceptions such as preconceived notions, factual
misconceptions, vernacular misconceptions, and conceptual misunderstanding
exist in students irrespective of gender and locality. The manner in which
textbooks present explanations and illustrations may also be causing
misconception. e.g.:- various electricity circuits, splitting of light into spectrum
using prisms, the orientation of planets in the milky way in one plane given in
text books, picture of the combination of seven colours making white light
textual explanation of energy mass relation etc.
87
Misconception in physics among secondary school students
Often, the students themselves can easily correct vernacular and factual
misconceptions. However, simply insisting that the learner dismiss preconceived
notions and ingrained nonscientific believes is not effective for a teacher
(Hammer, 1989). For a change in conception, Posner et al. (1982) suggested four
conditions. They are: (1) students must become dissatisfied with their existing
conceptions (dissatisfaction); (2) the new concept must be clear and
understandable for students (intelligibility); (3) the current problem be solved by
using the new concept (plausibility); (4) similar future problems can be solved
by using the new concept (fruitfulness). Therefore, teaching should develop
strategies to create cognitive conflict in students, organize instruction to
diagnose errors in students‟ thinking, and help students translate from one
mode of representation to another.
References
Black, P. J., & Lucas, A. M.(Eds.). (1993). Children’s informal ideas in science.
London: Rutledge
Brown, A., David, S., & Clement, John. (1987). Misconception concerning
Newton's low of action reaction, Proceedings of the Second International
Seminar Misconceptions and Educational Strategies in Science and
Mathematics. Cornell University, 3, 39-54.
Carey, S. (1985). Conceptual change in childhood. Cambridge: MA, MIT
88
Misconception in physics among secondary school students
Driver, R., & Easley, J. (1978) Pupils and paradigms: A review of literature
related to concept development in adolescent science students. Studies in
Science Education, 5, 61–84.
Dykstra, D. I., Boyle, C. F., & Monarch, I. A. (1992) Studying conceptual change
in learning physics, Science Education, 76, 615–652.
Eaton, J. F., Anderson, C. W., & Smith, E. L. (1983) Students’ misconceptions
interfere with learning: Case studies of fifth-grade students, ERIC Document
Reproduction Service No. ED228094
Fisher, K. M. (1983). In H. Helm & J. D. Novak (Chairs). Proceedings of the
international seminar on misconceptions in science and mathematics. Ithaca,
NY: Cornell University.
Gilbert, J. K., & Swift, D. (1985). Towards a Lakatosian analysis of the Piagetian
and alternative conceptions research programs, Science Education, 69, 681–
696
Hammer. (1989). The nature of naïve explanations of natural selection.
International Journal of Science Education, 20, 1231-1250.
Hermann, R. & Lewis, B. F. (2003). Moon misconceptions, The Science Teacher,
11, 51–55.
Herron, J.D., Canty, L.L., Ward, R., & Srinwan, V. (1977). Problems associated
with concept analysis. Science Education, 61, 185-199.
Hestenas, D. (1987). Toward a modeling theory of physics instruction: American
Journal of Physics, 55, 440-454.
Hewson, P., & Hewson, M.(1991). The States of Students Conceptions Research
in Physics Learning: Theoretical Issues and Empirical Studies. Kiel: Institute
for Science Education at the University of Kiel.
Inhelder, B. & Piaget, J. (1958).The Growth of Logical Thinking from Childhood to
Adolescence. New York: Basic Books.
Ivowi, U.M.O., & Oludotun, J.S.O. (1987). An Investigation of sources of
misconceptions in physics, Proceedings of the Second International Seminar
Misconceptions and Educational strategies in Science and Mathematics,.
Cornell University, 3, 252 – 257.
Odom, A. L., & Barrow, L. H. (1995). Development and application of a two-tier
diagnostic test measuring college biology students‟ understanding of
diffusion and osmosis after a course of instruction, Journal of Research in
Science Teaching, 32, 45–61.
Piaget, J. (1950). The psychology of intelligence. New York: Harcourt Brace
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982).
Accommodation of a scientific conception: toward a theory of conceptual
change, Science Education, 66, 211–227
Renner J.W., Abraham M. R., Grzybowski E. B., & Marek E. (1990).
Understandings and misundertsandings of eighth graders of four physics
concepts found in textbooks. Journal of Research in Science Teaching, 27, 35-
54
Tao, P. K., and Gunstone, R. F. (1999). The process of conceptual change in
force and motion during computer supported physics instruction. Journal of
Research in Science Teaching, 36, 859 – 882.
Terry, C., Jones, G., & Hurford W. (1985). Children's conceptual understanding
of forces and equilibrium. Physics Education, 20, 162 – 165.
89
Misconception in physics among secondary school students
90