Abstract / Excerpt:

Abstract: The purpose of this study was to explore the prevalent alternative conceptions on Motion of selected fourth year students of Arellano High School, school year 2001-20002. The study involved 135 students who took the validated test constructed and developed by the author himself during his SCE 556 M course at De la Salle University, Manila. The validated test is a 30-item multiple choice test with KR-21 = 0.66 interpreted as fairly reliable administered for one hour. Results based on the frequency of errors showed that the errors committed by the respondents either by the 100 students examinees or by the 10 lowest scorers tend to concentrate generally on the same item numbers as having the strong patterns of students errors which were considered as the alternative conceptions of the student examinees. Students went wrong in validated test in Motion for various reasons. In dealing with problem solving, they could go wrong in its mathematical treatmet. They could also commit random errors. But oftentimes, students committed mistakes because of the difficulty in dealing with certain concepts. Usually these alternative conceptions involved relationship between two or more physics concepts, for example distance and time , velocity and time, and mass and velocity. These concepts were considered at the core of understanding motion in physics wheremore complex concepts could be built upon. Untreated, these misconceptions would continously be misunderstood and learning would be hampered. To carry out its objective, answers the 30-item test on Motion of the 100 examinees were used to diagnose students alternative conceptions on Motion together with the 10 lowest scorers or the low ability group. Item analysis and transcript of interview were done to find out how the ten lowest scorers might think and reason on their alternative conceptions about Motion.

Info

Source Institution	Ateneo de Davao University
Unit	Social Science
Authors	Santiago, Fernando P.
Page Count	1
Place of Publication	Manila
Original Publication Date	March 4, 2002
Tags	Academic achievements., Dissertations

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