Exploring students' physics conceptions, science engagement and misconceptions in physics together with their association to certain variables (gender, educational background, and program of study) are essential in improving physics teaching and learning. However, few studies have been conducted to explore these three measures and almost none…

Module analysis for multiple-choice responses (MAMCR) was applied to a large sample of Force Concept Inventory (FCI) pretest and post-test responses (N[subscript pre] = 4509 and N[subscript post] = 4716) to replicate the results of the original MAMCR study and to understand the origins of the gender differences reported in a previous study of this…

Science competencies acquired at early years are basic and influence on children's later development. Gender differences in these early science competencies may explain the often-reported gender differences in later science abilities. Research in this field was not usually focused on pre-schoolers. In this study, we focus on the interaction…

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…

In this paper, the level of conceptual understanding of Newtonian mechanics among Afghan school and university students in Kabul, Afghanistan was investigated. This study employed a quantitative descriptive survey method where the Pashto version of the Force Concept Inventory (FCI) was given to a random sample of 216 students from two schools and…