Learners’ prevalent misconceptions about force and experiences of flipped classes

Abstract

Misconceptions challenge science learning. This study investigated Grade eleven learners’ prevalent misconceptions about force using Force Concept Inventory (FCI) and learners’ experiences of using flipped class. The sample comprised 190 learners for FCI and 14 learners for Focus Group Discussions (FGD). A quasi-experimental design using Experimental Group (EG), which was taught using Flipped classes and Control Group (CG) taught using Talk and Chalk method (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 (LL) and Low and Medium (LM), while the least included Medium and Medium (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