LEARNER’S ALTERNATIVE AND MISCONCEPTIONS IN PHYSICS: A PHENOMENOGRAPHIC STUDY

TitleLEARNER’S ALTERNATIVE AND MISCONCEPTIONS IN PHYSICS: A PHENOMENOGRAPHIC STUDY
Publication TypeJournal Article
Year of Publication2016
AuthorsMotlhabane, A
JournalJournal of Baltic Science Education
Volume15
Issue4
Start Page424–440
PaginationContinuous
Date PublishedAugust/2016
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1217755
Keywordsalternative and misconceptions, contextualising “0” concept, kinematics concepts, phenomenographic study
Abstract

This phenomenographic case study attempted to determine the alternative and misconceptions of learners in selected concepts in Physics. The research adds another dimension to understanding alternative conception in kinematics by qualitatively determining how learners describe/define a distance of 0m, a displacement of 0m, a speed of 0m/s, a velocity of 0m/s as well as an acceleration of 0m/ss. Data were gathered by means of a free response test. Senior high school grade 12 learners were purposefully selected to complete the test. Data were analyzed by qualitatively interrogating the descriptions and related graphs and pictures to look for the ways in which learners described these concepts. The research revealed that some learners were not able to comprehend the meaning of a displacement of 0m, thus they experienced challenges in the understanding of the concepts such as a speed of 0m/s, a velocity 0m/s and an acceleration 0m/ss. The data seems to suggest that learners fail to formalise and contextualise “0” as a concept in kinematics.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1217755
Refereed DesignationRefereed
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