NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1164704
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1792-8788
Instructional Strategies to Promote Conceptual Change about Force and Motion: A Review of the Literature
Tomaraa, Marina; Tselfes, Vassilis; Goucos, Dimitris
Themes in Science and Technology Education, v10 n1 p1-16 2017
During the last four decades, the results of a great deal of research have indicated that, prior to any formal instruction in physics, students hold scientifically incorrect ideas about physics concepts in general, and about the force and motion concepts in particular, the latter being considered central in science teaching. To these days, students' conceptual difficulties in mechanics have been well documented and a considerable body of research literature in science education has been formed. In the present study we first review briefly most commonly encountered students' alternative conceptions and mental barriers in school mechanics. Subsequently, we present teaching approaches that attempt to confront the aforementioned difficulties in students' thinking. Ultimately, with respect to the studies presented, we attempt to highlight potentially effective characteristics of learning environments and strategies suitable for the promotion of conceptual change in school mechanics.
Themes in Science and Technology Education. The Educational Approaches to Virtual Reality Technologies Laboratory, University of Ioannina, Ioannina, GR 45110, Greece. Tel: +30-2651005697; Fax: +30-2651005854; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A