Force Concept Inventory Test Research Articles

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Misconception is one of the obstacles in the achievement of physics learning and must be immediately corrected so that there is no retention of misconceptions in subsequent knowledge. One way to prevent and reduce misconceptions that occur is with the teachers skill of Technological Pedagogical and Content Knowledge (TPACK). Teachers who integrate TPACK in learning can prevent misconceptions and find solutions to overcome the misconceptions. This study aims to determine the TPACK skill of teachers in overcoming misconceptions and the appropriate TPACK components to reduce misconceptions based on concepts on the three tier test of FCI (Force Concept Inventory). The research method used is mixed method with concurrent embedded design. The main data in this study is TPACK which is qualitative data and supporting data is students misconception which is quantitative data. The results showed a decrease in misconceptions after being given an understanding of the concept using the teacher's TPACK skill. The components used during the teacher's reduction of misconceptions based on the concepts in the FCI three tier test of FCI are TPACK and PCK components. So it can be concluded that the teacher's TPACK skill can reduce the misconceptions that occur in the three tier test of FCI

Analyzing the Correlation Between Student's Knowledge of Newton's Laws of Physics and Their Enjoyment of Watching Marvel Films

The Marvel Cinematic Universe (MCU) has produced numerous worldwide box office hits such as Avengers: End Game, Avengers: Infinity Wars, and the Spiderman series. However, previous researchers discovered countless numbers of the feasibility of the physics within these films. The ongoing discussion among the scientific community led to the aim of my research: to examine if there exists a positive or negative correlation between a viewer’s knowledge of science, particularly Newton’s Laws, and their enjoyment of Marvel films, specifically superhero movies.
 To determine the relationship between students’ scientific literacy and their enjoyment of watching Marvel films, I conducted two types of quantitative research: a pre-validated Half Force Concept Inventory test and a Two-Sample Independent t-Test conducted on 91 students in four AP Physics 1 classes in X High School. 
 My study concluded that the correlation between the viewer’s knowledge of science, particularly Newton’s Laws, had no significant relationship with their enjoyment of watching Marvel films.

Comparing Science and Engineering Students Using the Force Concept Inventory in Introductory Physics Courses

This work is intended to analyze and compare the performance of two groups of students on the understanding of force and motion concepts using the Force Concept Inventory (FCI). The FCI test serves questions on basic Newtonian concepts where the answers inclyde the correct response and commonly misconceived alternatives. The FCI test was implemented twice as pre and post-tests for two introductory calculus-based physics courses offered at the Sultan Qaboos University (SQU) in Oman for students mainly from the Colleges of Sciences, Education and Agriculture and the students from the College of Enginerring in the Spring 2017 and Spring 2018 semesters. These courses cover the traditional first-year level kinematics and dynamics in translational and rotational motions based on the same syllabus and the same textbook. Hake's normalized gain, defined as the change in class averages divided by the maximum possible increase, was used to compare the students'performances. The normalized gains for both groups of students were in the low gain category. Female students in both courses performed better on the FCI in general, but the difference was only statistically significant in the course offered to Science students.

Jordanian Pre-Service Physics Teacher s Misconceptions about Force and Motion

The objective of this study was to investigate the physics student-teachers misconceptions in force and motion concepts in Jordanian universities by using the Force Concept Inventory (FCI) test and to identify the cause of misconceptions related to these concepts. Also, the FCI has been used to detect whether misconceptions vary according to gender, the geographical place of the university in Jordan, and students’ attitudes towards physics as a major. The study was conducted on (97) student-teachers attending to the different universities in Jordan. Data were analyzed by using t-test and ANOVA test. The results of the study indicated that physics student-teachers grasp high misconceptions about the impetus and active force. 20% of the students correctly answered the questions related to Newton’s third law. In addition, the differences among the studied universities were not statistically significant in the FCI test (F = 1.311 and p = 0.247). Based on the Pearson Correlation Coefficient (PCC), there was no correlation between the GPA of the students at high school and their performance in the FCI test, whereas a significant correlation was found between the GPA of the students at university and their performance on the test. The results also demonstrated that the performance of the students on the test did not reflect significant differences in their major attitude as well as their gender at any University in Jordan. Thus, this study could be initiated with the aim of probing the Jordanian Universities attitudes towards learning Physics and their conceptual understanding of the Newtonian force concept in Physics.

Harnessing technology-enabled active learning simulations (TEALSim) on modern physics concept

Technology-Enabled Active Learning Simulations (TEALSim) is a pedagogic innovation in learning by utilizing multimedia in the form of interactive simulations through active learning. In Indonesia, the use of TEALSim is still very poor. This study aims to identify the influence of the use of TEALSim in the learning of material physics of particle wave dualism at Makassar State University. This research is a quasi experiment using Nonequivalent Control Group Design. Data sources were obtained from the final test in the form of the Force Concept Inventory (FCI) and the Mechanics Baseline Test (MBT). The sample is two classes who programed introductory courses in quantum physics in the physics department of Makassar State University. The first is physics education class B with 25 students as experiment class and the second is physics education class C with 30 students. Data analysis is done descriptively and inferentially. Based on the results of data analysis, it was obtained information that there were significant differences between the FCI test results of the experimental class and the control class, whereas there were no significant differences in the results of the MBT test for both classes. It can be concluded that there needs to be another method in the use of TEALSim in order to be able to improve conceptual understanding, analytical skills, and mathematical skills

Analysis of students’ misconceptions on mechanics using three-tier diagnostic test and clinical interview

Students’ misconceptions analysis on mechanics had been done with qualitative approach. Data were obtained through a Three-tier Diagnostic Test adopted from the Force Concept Inventory Test and combined with the Certainly of Response Index of Saleem Hasan, and a clinical interview. Data is validated in three ways, namely the triangulation technique, using reference material, and member check. Then the data is analyzed through data reduction, data presentation, and conclusion. The results showed that misconceptions occurred in almost all the concepts. Misconceptions occur most often in the concepts of the object velocity in the Accelerated Linear Motion and the object motion in a parabolic trajectory. Factors that cause misconceptions mostly come from associative thinking, incomplete or wrong reasoning, and wrong intuition. Through clinical interviews, results were obtained that misconceptions were also influenced by the learning of teachers, instructional textbooks, internet, films, and the daily experiences of the students.

Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory

This study used eye-tracking technology to investigate students’ visual attention while taking the Force Concept Inventory (FCI) in a web-based interface. Eighty nine university students were randomly selected into a pre-test group and a post-test group. Students took the 30-question FCI on a computer equipped with an eye-tracker. There were seven weeks of instruction between the pre- and post-test data collection. Students’ performance on the FCI improved significantly from pre-test to post-test. Meanwhile, the eye-tracking results reveal that the time students spent on taking the FCI test was not affected by student performance and did not change from pre-test to post-test. Analysis of students’ attention to answer choices shows that on the pre-test students primarily focused on the naïve choices and ignored the expert choices. On the post-test, although students had shifted their primary attention to the expert choices, they still kept a high level of attention to the naïve choices, indicating significant conceptual mixing and competition during problem solving. Outcomes of this study provide new insights on students’ conceptual development in learning physics.

Force concept inventory (FCI) representation of high school students (SMA & MA)

<p class="Abstract">There have been profiling the level of understanding of physics concept (dynamics and kinematics) of students' (SMA and MA) in madiun region. Profiling is done by using the Force Concept Inventory test. Samples were taken from 120 students from SMA and MA in Madiun and Ponorogo. The results indicate that FCI test number 23 and number 16 is the most answered incorrectly by the students. Problem number 23 related to kinematics and test number 16 on Newton's third law. Only 24.16% of students answered correctly test numbers 23 and 25% of students answered correctly test number 16. Students SMA and MA do not understand the concept well and can’t represent concept in another shapes. These results provide an indication that the learning concept needs to be implementation at SMA and MA.</p>

Force concept inventory (FCI) representation of high school students (SMA & MA)

<p class="Abstract">There have been profiling the level of understanding of physics concept (dynamics and kinematics) of students' (SMA and MA) in madiun region. Profiling is done by using the Force Concept Inventory test. Samples were taken from 120 students from SMA and MA in Madiun and Ponorogo. The results indicate that FCI test number 23 and number 16 is the most answered incorrectly by the students. Problem number 23 related to kinematics and test number 16 on Newton's third law. Only 24.16% of students answered correctly test numbers 23 and 25% of students answered correctly test number 16. Students SMA and MA do not understand the concept well and can’t represent concept in another shapes. These results provide an indication that the learning concept needs to be implementation at SMA and MA.</p>

Using the method of dominant incorrect answers with the FCI test to diagnose misconceptions held by first year college students

We started this work with the goal of detecting misconceptions held by our students about force and motion. A total of 341 students participated in this study by taking the force concept inventory (FCI) test both before and after receiving instructions about force or motion. The data from this study were analysed using different statistical techniques with results from frequencies and the dominant incorrect answer reported in this paper. All misconceptions reported in the original paper of the designers of the FCI test (Hestenes et al 1992 Phys. Teach. 30 141–58) were examined and the results are reported. Only pre test results are reported in this paper leaving post data for future work. We used the modified version of the FCI containing 30 questions and therefore used the revised list of misconceptions. Problems with impetus and active force are among the most dominant ones found with the full list reported in this paper.

Using a Force Concept Inventory Test with Visually Impaired and Blind Students

This paper reports on a study to determine whether blind students’ conceptualizations of force and motion differ from sighted students. This is particularly concerned with the question of whether the students’ visual experiences have any relation to their conceptualizations or misconceptualization about force and motion. The research was designed as a case study and the data was collected from 6 blind high school students based on conceptual physics problems related to force and motion. The analysis of the data revealed that although the blind students’ conceptions about force and motion are not radically different from those of sighted students, however, there were several conceptual problems which seem to be particular to the blind students because of their lack of visual experiences. The results revealed that visual experiences do not seem to have a significant role on the conceptualizations about force and motion.

Investigation of the secondary education students' conceptual understanding levels and attitudes towards force and motion

The purpose of this study is to investigate the 9th, 10th and 11th grade of secondary education students' conceptual understanding levels and attitudes regarding Force and Motion and the change according to the variables of gender and class level. The research sample is composed of 110 students in a state school in Ankara. 'Force Concept Inventory Test' and 'Attitude Scale towards Force and Motion' were used as data collection tools in the research in which the descriptive method was used. Results of the research, it was seen that the students' conceptual understanding levels regarding this concept were low. The class level were investigated, both the conceptual understanding levels and attitudes of the 9th grade students were observed to be in better level in terms of mean scores than the levels of the others. Conceptual understanding levels of 9th grade students differ meaningfully when compared with other grades. There were meaningful differences in favor of the males in the change of the students' conceptual understanding levels regarding Force and Motion according to gender. There were meaningful differences regarding the attitude between the 9th and 11th grade students and these differences were in favor of the males. Attitude scores of the 10th grade students did not change according to the factor of gender. It was revealed that there was a meaningful relationship at a medium level in a positive way between the students' conceptual understanding levels and attitudes regarding Force and Motion without making any discrimination at the class level.

Enhancing Force Concept Inventory diagnostics to identify dominant misconceptions in first-year engineering physics

This work presents the results of a study whose aim is to detect systematic errors about the concept of force among freshmen students. The researchers analysed the results of the Force Concept Inventory test, which was administered to two different groups of students. The results show that, although there were significant performance variations between the two groups, they, nonetheless, shared common incorrect answers that were consistently triggered by the same misconceptions. The analysis proposed in this paper could also be applied in other universities to reveal the students’ a priori mindset in Newtonian mechanics and serve as a guideline for developing effective computer simulations or other tools.

Improved method in distance teaching of physics

Results of introducing cooperative working methods on a distance learning course inphysics are reported. This has increased the throughput of students in the course asmeasured in the number of ECTS points generated by the students. There is nosignificant indication that students more experienced in academic studies manage tocomplete the course more often than those with less experience. In student groupswhere the cooperative concept was fully realized a larger gain of knowledge wasachieved, as measured by the force concept inventory test. Hence, it is importantfor the tutor to monitor activities in the groups by follow-up questions duringthe course and to stress the importance of all students participating actively.

Physics teaching at adistance

A subject such as physics which relies heavily on practicalexperiments is a challenge to teach in the form of a distancecourse. You must make choices as to whether the course includesexperiments and if so on what level. With an objective that it ismore important to establish concepts than to verify physical lawsthrough precise measurements, it is possible for students toconduct experiments in their homes. Four years' experience of thiskind of introductory physics course (mechanics and thermalphysics) at distance is covered. The understanding of mechanicalconcepts as measured by the force concept inventory test showsthat distance education does work in the subject of physics. Theproblem that some students do not complete their distance courseis noted and it is suggested that this problem can be addressedby transforming established methods used in campus courses toencourage interactivity among students. A probable result ofapplying these methods would be an enhanced understanding of theconcept of physics and problem-solving skills.