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Baybars, Meryem Görecek – European Journal of Physics Education, 2019

The purpose of the current research was to determine the opinions and alternative concepts of the pre-service science teachers about the functions of the elements found in a simple electric circuit. The current research was carried out with the participation of the first-year students attending the Science Teaching Department of a state university…

Descriptors: Physics, Science Instruction, Science Teachers, Preservice Teachers

Kizilaslan, Aydin – European Journal of Physics Education, 2019

Science education has an important role in children's understanding of the world, making the right decisions in accordance with their perceptions, using problem solving skills and scientific attitudes. In this study, the effects of activities prepared by considering the needs of visually impaired students on the development of scientific process…

Descriptors: Visual Impairments, Science Process Skills, Science Instruction, Physics

Hairan, Abdul Manan; Abdullah, Nazlinda; Husin, Abu Hassan – European Journal of Physics Education, 2019

In this paper, the level of conceptual understanding of Newtonian mechanics among Afghan school and university students in Kabul, Afghanistan was investigated. This study employed a quantitative descriptive survey method where the Pashto version of the Force Concept Inventory (FCI) was given to a random sample of 216 students from two schools and…

Descriptors: Concept Formation, Comprehension, Foreign Countries, Physics

Cognitive Diagnostic Assessment of Students' Responses: An Example from Energy and Momentum Concepts

Dega, Bekele Gashe – European Journal of Physics Education, 2019

Students' responses to energy & momentum (EM) concepts were investigated. EM concepts are fundamental and crosscutting in physics. A standardized Energy and Momentum Conceptual Survey (EMCS) test were used to collect quantitative data from 108 first year science students enrolled in a university in Ethiopia. Concentration analysis was used to…

Descriptors: Scientific Concepts, Energy, Physics, College Freshmen

Crogman, Horace; Peters, Raul; TrebeauCrogman, Maryam – European Journal of Physics Education, 2018

Concept inventory (CI) tests are typically used to measure students' general knowledge before and after instruction. We find issue with the current format of these tests, which some researchers claim, measure students' misconceptions, since the answers choices given to students do not consider their prior knowledge. We particularly analyze Force…

Descriptors: Physics, Science Instruction, Scientific Concepts, Misconceptions

Balukovic, Jasmina; Slisko, Josip – European Journal of Physics Education, 2018

A recent textbook research, carried out on a sample of 20 American physics textbooks, shows that the authors mainly keep the old definition of weight. According to that definition, the weight of a body is the gravitational force on the body. In such a conceptual frame, the objects in the spaceship are "apparently weightless" because they…

Descriptors: Physics, Scientific Concepts, Science Instruction, Textbooks

Härtel, Hermann – European Journal of Physics Education, 2018

The well-known historical development of Electromagnetism, strongly influenced by the work of Faraday and Maxwell, has led to the introduction of the magnetic field as an important component to explain the diverse phenomena of electromagnetic induction. This historical development is compared in the form of a thought experiment with a possible…

Descriptors: Physics, Science Instruction, Scientific Concepts, Electronics

Härtel, Hermann – European Journal of Physics Education, 2018

The classical physics treatment of "Electromagnetic Induction" is based on Faraday's Law and Lorentz Force. This paper presents an alternative approach, based on Wilhelm Weber´s Fundamental Force Law of Electrodynamics. It covers mutual induction, self-induction, parallel and anti-parallel currents, and currents in the same and opposite…

Descriptors: Energy, Scientific Concepts, Scientific Principles, Physics

Dean, Kevin – European Journal of Physics Education, 2018

The conical pendulum provides a rich source of theoretical and computational analysis and the present work presents a seamless continuation of the previous publication. The tension force F[subscript T] and centripetal force F[subscript C] are explored further in linearization analyses and the appropriate slopes are explained. A similar analysis is…

Descriptors: Science Instruction, Physics, Motion, Scientific Concepts

Önder, Fatih; Senyigit, Çigdem; Silay, Ilhan – European Journal of Physics Education, 2017

In this study, it is aimed to determine effects of pre-service elementary school teachers' misconceptions about short circuit and open circuit on their ability to set up simple electric circuits. The sample of the research is composed of 41 teacher candidates studying at Dokuz Eylul University. Open-ended questions and semi-structured interview…

Descriptors: Physics, Science Instruction, Misconceptions, Preservice Teachers

Sadoglu, Gunay Palic; Durukan, Ummu Gulsum – European Journal of Physics Education, 2017

The purpose of this study is to determine perceptions of elementary prospective teachers about the basic concepts of physics including force, motion, speed, velocity, acceleration and displacement. This research, as a qualitative study, had a study group that constitutes of 35 elementary prospective teachers who successfully completed general…

Descriptors: Physics, Scientific Concepts, Preservice Teachers, Motion

Arlego, Marcelo; Fanaro, Maria de los Angeles – European Journal of Physics Education, 2017

In this work, we present a pedagogical strategy to describe the diffraction phenomenon based on a didactic adaptation of the Feynman's path integrals method, which uses only high school mathematics. The advantage of our approach is that it allows to describe the diffraction in a fully quantum context, where superposition and probabilistic aspects…

Descriptors: Science Instruction, Physics, Light, Scientific Concepts

Dean, Kevin – European Journal of Physics Education, 2017

This paper represents a continuation of the theoretical and computational work from an earlier publication, with the present calculations using exactly the same physical values for the lengths L (0.435 m - 2.130 m) for the conical pendulum, mass m = 0.1111 kg, and with the local value of the acceleration due to gravity g = 9.789 ms[superscript…

Descriptors: Physics, Science Instruction, Graphs, Equations (Mathematics)

Kianian, Kiarash; Bozorgmehr, Aria – European Journal of Physics Education, 2017

In this paper, we indicate the difference between energy equation and the center of mass equation by an especially example. According to our opinion, in teaching mechanics, we should more clearly an integral of Newton's second law and the energy equation. Maybe this leads to greater clarity in the notions of system, work and energy.

Descriptors: Mechanics (Physics), Energy, Equations (Mathematics), Kinetics

Çetin, Ali – European Journal of Physics Education, 2016

The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

Descriptors: Figurative Language, Foreign Countries, Physics, High School Students