Alternative Conceptions of Primary School Teachers of Science about Force and Motion

Abstract

Force and Motion concept is one main content area in the national science curriculum standards of Thailand. Much work has been done analyzing students’ preconceptions and misconceptions about force and motion, and many students in both primary school and secondary school levels have misconceptions of force and motion. Teachers’ alternative conceptions of science might possibly cause students’ misconceptions. The purpose of this study was to diagnose the alternative conceptions held by Primary School Teachers of Science about force and motion. A total of 123 subjects, in Udon Thani and Nongbualampoo provinces, were selected by a sample of convenience to participate in this study in 2011. A two-level multiple-choice conceptual question or two-tier test diagnoses the sample alternative conceptions in force and motion. Data was entered into Excel and analyzed for a correct percentage for each question. The result revealed that the percentage of participants who gave collected answers in the first tier was less than fifty (37%). Furthermore, their reasons in the second-tier item were not related to the first tier answer. These results indicated that the primary school teachers have low conceptual understanding on force and motion. Findings of the study are very similar to the other research findings conducted on the students’ misconception that held common alternative conception; for example, motion implies force or no motion no force; velocity is proportional to force; and greater mass implies greater force. These alternative conceptions are inconsistent with the Newtonian idea, which is a view held by the physics community.

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