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Direct linkPurbo Suwasono; Supriyono Koes H.; Nugroho Adi P.; Eleeyah Saniso – Open Education Studies, 2025
Despite continued efforts to address this issue, many students still exhibit misunderstandings regarding Newton's laws. These misconceptions include beliefs, such as every movement requires a force, that force is directly proportional to velocity, and that action-reaction forces can differ in magnitude. To mitigate these misunderstandings,…
Descriptors: Scientific Concepts, Misconceptions, Physics, Scaffolding (Teaching Technique)
Li, Qiuye; Xu, Shaorui; Chen, Yilin; Lu, Chuting; Zhou, Shaona – Physical Review Physics Education Research, 2022
In science education, it is vital for teachers to consider students' academic and emotional needs. Teachers' prediction of students' learning states has been commonly regarded as an indicator to measure that competence to understand students. This study aimed to explore the outcome and the process of prediction to reflect teachers' pedagogical…
Descriptors: Eye Movements, Attention Control, Preservice Teachers, Prediction
Stoen, Siera M.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Cahill, Michael J. – Physical Review Physics Education Research, 2020
The Force Concept Inventory (FCI) can serve as a summative assessment of students' conceptual knowledge at the end of introductory physics, but previous work has suggested that the knowledge measured by this instrument is not a unitary construct. In this article, we consider the idea that FCI performance may reflect a number of student attributes…
Descriptors: Physics, Scientific Concepts, Student Characteristics, Calculus
Reinhard, Aaron; Felleson, Alex; Turner, Paula C.; Green, Maxwell – Physical Review Physics Education Research, 2022
We studied the impact of metacognitive reflections on recently-completed work as a way to improve the retention of newly learned problem-solving techniques. Students video recorded themselves talking through problems immediately after finishing them, completed ongoing problem-solving strategy maps or problem-sorting exercises, and filled out…
Descriptors: Metacognition, Problem Solving, Retention (Psychology), Video Technology
Mason, Andrew J. – Physical Review Physics Education Research, 2021
This paper is a follow-up to a previous study, in which students (predominately life science majors) were found to self-express achievement goals with regard to a pre-lab problem-solving exercise in an algebra-based introductory physics course. In this paper, the same sampled population was also asked in the same feedback survey to discuss what…
Descriptors: Majors (Students), Physics, Science Instruction, Introductory Courses
Good, Melanie; Maries, Alexandru; Singh, Chandralekha – Physical Review Physics Education Research, 2019
Over the course of instruction, not only does most introductory physics students' content knowledge evolve but their attitudes and approaches to problem solving are also likely to evolve. This change may depend on many factors including the curricula and pedagogies used, the degree to which instruction actively engages students in the learning…
Descriptors: Science Instruction, Physics, Introductory Courses, Knowledge Level
