Misconceptions in physical science among non-science background students: II

Abstract

The transition from secondary school studies in non-science areas (or more particularly in areas other than mathematics or the physical sciences) to science-based studies at the tertiary level is a relatively recent phenomenon in Australia, though it is already a substantial and rapidly increasing one. It arises from the relaxation of specific entrance requirements into courses such as Agricultural Science, Biological Science, Earth Science, Engineering, Medicine and the allied Health Sciences; from the broadening of tertiary non-science programmes to allow science-based subjects as elective or enrichment studies; and from the recent development of interdisciplinary courses having no specific subject prerequisites and including substantial components of physical science. This transition problem involves several closely related aspects. The first is an assumed lack of understanding of basic scientific, principles and processes and the consequent development of misconceptions; the second is a possible lack of interest in mathematics and the physical sciences, which might be expected from students who had already rejected these studies at secondary school; and the third relates to the self-perceived inadequacy of these students in their general understanding of science. This leads in turn to three important areas of research: firstly, the diagnosis of both academic deficiencies and related personal difficulties; secondly, the development of appropriate learning materials and teaching strategies; and thirdly, the evaluation of these materials and strategies in relation to the difficulties previously diagnosed. The present research project was intended to examine the first of these areas. The aim was to investigate the level of understanding among, and nature of misconceptions held by, non-science background students concerning certain fundamental aspects of physical science, and to develop a series of diagnostic tests to identify some of the more serious and more prevalent misconceptions.