An Empirical Study on the Evolution of Students' Perceptions in Basic Concepts of Physics of Primary and Secondary Education in Cyprus

Autor/inn/en	Panagou, Dimitris; Kotsis, Konstantinos T.; Stylos, Georgios
Titel	An Empirical Study on the Evolution of Students' Perceptions in Basic Concepts of Physics of Primary and Secondary Education in Cyprus
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 26 (2022) 2, S.91-109 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Panagou, Dimitris) ORCID (Kotsis, Konstantinos T.) ORCID (Stylos, Georgios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Elementary Secondary Education; Elementary School Students; Secondary School Students; Foreign Countries; Age Differences; Misconceptions; Scientific Concepts; Educational Attainment; Academic Achievement; Cyprus + Suchen Sie Ihr Suchwort? Physik; Sekundarschüler; Ausland; Age; Difference; Age difference; Altersunterschied; Missverständnis; Bildungsabschluss; Bildungsgut; Schulleistung; Zypern
Abstract	In recent years, more and more systematic research has been conducted in science fields, focusing on identifying alternative ideas that the students have for essential concepts and principles of physics. This has resulted in the production of essential and valuable international bibliographic information in various science fields, including mechanics. In the present paper, we focus on physics, particularly in classical mechanics, including key concepts such as weight, energy, force, action/reaction, and work. A multiple-choice questionnaire was given to senior students of primary school, middle school, and Cyprus's high school. We analyzed the percentage of correct and incorrect responses of the three survey groups to determine whether the responses were related to the group's age or representative of statistical fluctuations. For most questions, there was a statistically significant correlation with age, as opposed to gender, which does not appear to play a role in students' correct answers. In particular, our results suggest that the alternative conceptions of students, reflecting misconceptions and preconceptions, reduce with age or equivalently with the education level. Nevertheless, there are also many questions for which such a correlation cannot be established. Our study can be used in science teaching, on the design of curricula, and teachers' professional development. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01