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Rex Taibu; Lloyd M. Mataka – Electronic Journal for Research in Science & Mathematics Education, 2025
To explain experiences of riders of rotating systems, such as a merry-go-round, some physics educators have employed the concept of 'centrifugal force.' However, others have suggested that the term is unnecessary in explaining experiences in rotating systems and that it encourages misconceptions surrounding circular motion dynamics. Owing to this…
Descriptors: Textbooks, Motion, Physics, Scientific Concepts
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Tufan Inaltekin; Tolga Saka – Journal of Baltic Science Education, 2025
In science, one of the most crucial representations for constructing meaning about physical events is graphs. The first graph students encounter in science class is the constant velocity motion graph. Therefore, examining students' understanding of structuring and interpreting these graphs for the relationship between distance, time, and velocity…
Descriptors: Science Instruction, Graphs, Motion, Scientific Concepts
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Sinethemba Mdleleni; Kenneth Mlungisi Ngcoza – African Journal of Research in Mathematics, Science and Technology Education, 2025
Many learners seem to struggle to grasp the concepts of forces and Newton's law of motion, possibly owing to decontextualised teaching pedagogies used in science classrooms. This study investigates Grade 11 Physical Sciences teachers' perspectives in South Africa on integrating Indigenous Knowledge (IK) to improve learners' understanding of…
Descriptors: Grade 11, Science Instruction, Scientific Concepts, Motion