![]() In addition, the differences among the studied universities were not statistically significant in the FCI test (F = 1.311 and p = 0.247). 20% of the students correctly answered the questions related to Newton's third law. The results of the study indicated that physics student-teachers grasp high misconceptions about the impetus and active force. Data were analyzed by using t-test and ANOVA test. The study was conducted on (97) student-teachers attending to the different universities in Jordan. Also, the FCI has been used to detect whether misconceptions vary according to gender, the geographical place of the university in Jordan, and students' attitudes towards physics as a major. The objective of this study was to investigate the physics student-teachers misconceptions in force and motion concepts in Jordanian universities by using the Force Concept Inventory (FCI) test and to identify the cause of misconceptions related to these concepts. Fazio et al, 2018), item response theory ( Wang & Bao, 2010 Scottand & Schumayer, 2015),discrepant event (Anggoro, Widodo, Suhandi, & Treagust, 2019), and Modified Module Analysis (MMA) (James Wells et al., 2019).Recently, researchers applied network analytic techniques to explore the structure of the incorrect responses to the Force Concept Inventory (FCI) test by identifying communities of incorrect responses which could be mapped on to common misconceptions (De Vico et al, 2014 Lop´ezPe˜na et al, 2012 Newman, 2018).Numerous studies documenting the students' misconceptions in many specific topics in physics education (Viennot, 1979 Hake,1998 Trumper, 1999 Mestre,2001 Demirci, 2001 Neşet Demirci, 2005 Wang & Bao, 2010 Azita Seyed Fadaei & César Mora, 2015 YudiKurniawan et al, 2016 NadiSuprapto, 2016 Fazio & Battaglia, 2018 Wells et al., 2019 Yang et al, 2019) by introducing the multiple-choice conceptual instruments that measure students' understanding of mechanics such as the Force Concept Inventory(FCI) ( Hestenes, 1992) and the Force and Motion Conceptual Evaluation (FMCE) (Thornton et al, 1998). #Soal big english 3 mario herrera pdf software2003),web-based physics software program (Demirci, 2005), the force concept inventory (FCI) (Hestenes et al,1992 Savinainen & Scott,2002),attitude treatment interaction (ATI) (Demirci,2001),tacit and explicit knowledge (Taber, 2013 Collins, 2010),conceptual change oriented interactive lecture demonstrations (YudiKurniawanet al., 2016), cluster analysis (C. The most frequently used methods: the open-ended questions (Eisen &Stavy, 1988), two-tier diagnostic test (Haslam & Treagust,1987) concept mapping (Hazel & Prosser,1994), prediction-observation-explanation (Liew& Treagust,1995), interviews about instances and events (Osborne&Cosgrove,1983), interviews about concepts (Scaife&Abdullah,1997 Martín-Blas,Seidel& Serrano-Fernándeza,2010), drawings (Martlew& Connolly, 1996), interactive engagements versus traditional methods (Hake,1998), word association (Bahar, Johnstone, & Sutcliffe, 1999), analogies (Yerrick et al. ![]()
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