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SENIOR SECONDARY SCHOOL STUDENTS MISCONCEPTIONS IN PHYSICS
ABSTRACT
The presence of numerous misconceptions makes learning science difficult. Data collected using the test of concept attainment in physics (TCAP) from a stratified sample of 627 students in standard nine in a district of Kerala show that the majority of students have misconceptions about 34 physics concepts.
The majority of TCAP concepts are misunderstood by 42 percent of high school students. Misconception affects nearly three-quarters of the sample in the areas of density, sound, work, and gravity. Out of the 63 Physics concepts with gender differences in misconceptions, 37 have a higher rate of misconception among girls than boys.
Only 26 concepts in Physics have a higher rate of misinterpretation among boys than among girls. Boys have a higher rate and number of misconceptions in the areas of work and velocity than girls, whereas girls have a higher rate and number of misconceptions in the areas of density, energy, sound, solar system, and gravity.
Rural students are more likely to have misconceptions than urban students. Urban students have a higher rate and number of misconceptions in velocity and its definition, work, mass, sound, and energy, whereas rural students have a higher rate and number of misconceptions in force and inertia, density, energy transformation, solar system, and light. The study suggests steps to correct misconceptions.
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