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Bouzid, Tariq; Kaddari, Fatiha; Darhmaoui, Hassane – Journal of Educational Research, 2022
This work investigates science major students' misconceptions about "force and motion." Stratified-convenience sampling method has been conducted on 232 Moroccan high school students. Using Force Concept Inventory (FCI), we examined all known misconceptions listed in the original article by Hestenes et al. (1992, "Phys. Teach."…
Descriptors: Foreign Countries, Scientific Concepts, Misconceptions, High School Students
Megalakaki, Olga – European Journal of Psychology of Education, 2008
The objective of this work was to highlight the conceptions of force held by students aged 10-17 years old, in situations where animate and inanimate objects interact. In the proposed experimental situations, we varied parameters such as the motion and position of an object and the agent's effort. We asked questions about both inanimate and…
Descriptors: Motion, Physics, Concept Formation, Preadolescents

Palmer, David H.; Flanagan, Ross B. – Science Education, 1997
Explores whether older students were less ready than younger students to change their alternative conceptions. Findings indicate that after reading a refutational text, conceptual change occurred in 35% of Year 6 students and 44% of Year 10 students. Concludes that there was no evidence to suggest that conceptual change is more difficult for older…
Descriptors: Age Differences, Elementary Secondary Education, Foreign Countries, Misconceptions
Kisilevsky, B. S.; Hains, S. M. J.; Jacquet, A.-Y.; Granier-Deferre, C.; Lecanuet, J. P. – Developmental Science, 2004
Maturation of fetal response to music was characterized over the last trimester of pregnancy using a 5-minute piano recording of Brahms' Lullaby, played at an average of 95, 100, 105 or 110 dB (A). Within 30 seconds of the onset of the music, the youngest fetuses (28-32 weeks GA) showed a heart rate increase limited to the two highest dB levels;…
Descriptors: Music, Pregnancy, Physics, Auditory Stimuli
Manabu, Sumida – Science & Education, 2004
This paper describes life-span development of understanding about pendulum motion and effects of school science. The subjects were 2,766 people ranging from kindergartners up to 88 years senior citizens. The conflict and consensus between children and their parent's understanding of pendulum motion were also analyzed. The kindergartner's…
Descriptors: Physics, Motion, Scientific Principles, Science Instruction
Kavanagh, Claudine; Sneider, Cary – Astronomy Education Review, 2007
This article is the first of a two-part review of research on children's and adults understanding of gravity and on how best to teach gravity concepts to students and teachers. This first article concerns free fall--how and why objects fall when they are dropped. The review begins with a brief historical sketch of how these ideas were developed in…
Descriptors: Curriculum Development, Physics, Misconceptions, Scientific Concepts
Kavanagh, Claudine; Sneider, Cary – Astronomy Education Review, 2007
This is the second and final part of a review of educational research on children's ideas about gravity. The first part concerned students' understanding of how and why things fall. This article picks up the trail of research studies that address students' understanding of the more complex ideas of projectile motion and orbits and examines how the…
Descriptors: Curriculum Development, Physics, Misconceptions, Scientific Concepts