Learners’ prevalent misconceptions about force and experiences of flipped classes

Authors : Israel KİBİRİGE, Dina MAMASHELA

Pages : 109-120

Doi:10.17478/jegys.1058677

View : 15 | Download : 10

Publication Date : 2022-03-30

Article Type : Research Paper

Abstract :Misconceptions challenge science learning. This study investigated Grade eleven learners’ prevalent misconceptions about force using Force Concept Inventory insert ignore into journalissuearticles values(FCI); and learners’ experiences of using flipped class. The sample comprised 190 learners for FCI and 14 learners for Focus Group Discussions insert ignore into journalissuearticles values(FGD);. A quasi-experimental design using Experimental Group insert ignore into journalissuearticles values(EG);, which was taught using Flipped classes and Control Group insert ignore into journalissuearticles values(CG); taught using Talk and Chalk method insert ignore into journalissuearticles values(TCM);. Descriptive statistics, concentration analysis, t-test and thematic analysis were used to analyse data. Results show an 81.8% prevalence of misconceptions in seven categories. The most common patterns of misconceptions were Low and Low insert ignore into journalissuearticles values(LL); and Low and Medium insert ignore into journalissuearticles values(LM);, while the least included Medium and Medium insert ignore into journalissuearticles values(MM);. Two themes emerged from FGD: interesting learning about Isaac Newton`s background and identifying their incoherent knowledge of the force. It suggests that using flipped classes minimised misconceptions and created interest in science for gifted and less gifted learners, which resulted in improved learners’ performance
Keywords : Force Concept Inventory, flipped classes, minimised misconceptions, interest, improved performance