American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2015, 3(2), 116-120
DOI: 10.12691/education-3-2-2
Open AccessArticle

Exploration of Students’ Misconceptions in Mechanics using the FCI

Géraldine Poutot1 and Bernard Blandin2,

1LIEA, CESI, Assat, France

2LIEA, CESI, Montpellier, France

Pub. Date: January 28, 2015

Cite this paper:
Géraldine Poutot and Bernard Blandin. Exploration of Students’ Misconceptions in Mechanics using the FCI. American Journal of Educational Research. 2015; 3(2):116-120. doi: 10.12691/education-3-2-2

Abstract

During 3 years, we have used the Force Concept Inventory (FCI) to assess the progress of our First-Year students in Engineering in mastering the concepts of Newtonian Physics and to compare the efficiency of two teaching methods, courses and drills versus Problem-Based Learning. If both methods lead to quite similar deceptive results, the detailed analysis of the response to each question of the test allowed us to identify our students’ most common misconceptions. This paper presents this research and discusses our findings.

Keywords:
newtonian physics misconceptions in mechanics testing force concept inventory

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Blandin B. (2010), Learning Physics: a Competency-based Curriculum using Modelling Techniques and PBL Approach. Oral presentation at the GIREP – ICPE-MPTL International Conference, Reims 22-27 August 2010. [Online], accessed 2012-10-02, at http://www.univ-reims.fr/site/evenement/girep-icpe-mptl-2010-reims-international-conference/gallery_files/site/1/90/4401/22908/29321/29590.pdf
 
[2]  Hestenes, D., Wells, M., and Swackhamer, G. (1992). Force Concept Inventory, The Physics Teacher 30, 141-151
 
[3]  Hestenes, D. & Jackson, J. (2007) Table II for the Force Concept Inventory (revised form 081695R) [online] accessed 2013-11-03 at http://modeling.asu.edu/R&E/FCI-RevisedTable-II_2010.pdf (a password is needed)
 
[4]  Poutot, G., Bacila, A., Ageorges, P., Blandin, B. (2012). PBL in Mechanics: some results of a controlled experiment, in Proceedings of the World Conference in Physics Education, Istanbul, Turkey, July, 1st – 6th, 2012, p. 405-412. [Online] downloaded from http://www.wcpe2012.org/proceedings.htmlon 2014-03-01.
 
[5]  Huffman, D. and Heller, P. (1995), What does the Force Concept Inventory Actually Measure? The Physics Teacher 33, 138-143.
 
[6]  Lasry, N., Rosenfield, S., Dedic, H., Dahan A. and Reshef, O. (2011) The puzzling reliability of the force Concept Inventory, The American Journal of Physic 79, 909-912.
 
[7]  Children’s misconceptions about Science. [online] downloaded from the following URL: http://amasci.com/miscon/opphys.html on 2014-11-25
 
[8]  URL: http://www.physics.montana.edu/physed/misconceptions/, accessed on 2014-11-25
 
[9]  Halloun I. A. and Hestenes D. (1985) Common-sense concepts about motion, in Am. J. Phys. 53, 1056-1065.
 
[10]  Gunstone R. F. (1987) Student understanding in mechanics: A large population survey, in Am. J. Phys. 55, 691-696
 
[11]  Aguirre J.M. (1988) Student preconceptions about vector kinematics, in Phys. Teach. 26, 212-216
 
[12]  Trowbridge D.E. and McDermott L. C. (1981) Investigation of student understanding of the concept of acceleration in one dimension, in Am. J. Phys. 49, 242-253
 
[13]  McDermott L.C., Rosenquist M.L. and van Zee E.H. (1987) Student difficulties in connecting graphs and physics: Examples from kinematics, in Am. J. Phys., 55, 503-513.
 
[14]  Caramazza A., McCloskey, M. and Green, B. (1981) Naive beliefs in "sophisticated" subjects: misconceptions about trajectories of objects, in Cognition 9, 117-123
 
[15]  Blandin, B. Ageorges, P. Bacila, A. Poutot, G. (2013) Mise en œuvre de l’approche par problèmes dans une école d’ingénieurs: effets cognitifs et conatifs, in Actes du congrès de l’Actualité de la Recherche en Éducation et Formation (AREF - AECSE), Laboratoire LIRDEF – EA 3749 - Universités de Montpellier, Août 2013 [en ligne] http://www.aref2013.univ-montp2.fr/cod6/?q=content/176-mise-en-%C5%93uvre-de-l%E2%80%99approche-par-probl%C3%A8mes-dans-une-%C3%A9cole-d%E2%80%99ing%C3%A9nieurs-effet-cognitifs--0
 
[16]  Bachelard, G. (1938) La Formation de l'esprit scientifique. Contribution à une psychanalyse de la connaissance objective, Paris, Vrin.
 
[17]  Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome knowledge (1): linkages to ways of thinking and practising, in Rust, C. (ed.), Improving Student Learning – ten years on. Oxford: OCSLD
 
[18]  Meyer, J.H.F. and Land, R. (2005) Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning, in Higher Education 49: 373–388
 
[19]  Carstensen, A.-K., Bernhard, J. (2007) Threshold Concepts and Keys to the Portal of Understanding. Some Examples from Electrical Engineering, in Land, R., Meyer, J.H.F. & Smith, J. (eds.) Threshold Concepts within the Disciplines, Rotterdam: Sense Publishers, 143-154.