{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1264"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1264","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Comparison of Physical Science Misconceptions in Three Levels of Introductory University Physics Classes","abstract":"The purpose of this causal-comparative study was to determine the range of physical science misconceptions held by three levels of introductory university physics classes (N = 160). An analysis of variance was used to analyze the differences in misconceptions among the groups. Based on the significant F-ratio, the Scheffé, a post hoc test, was used to determine where the significances were. Results indicated a significant difference in misconceptions between the Physics 203 classes and the Physics 100/101 classes and between the Physics 203 classes and the Physics 123 classes. No significant differences were found between the Physics 100/101 and the Physics 123 classes.","abstract_html":"The purpose of this causal-comparative study was to determine the range of physical science misconceptions held by three levels of introductory university physics classes (N = 160). An analysis of variance was used to analyze the differences in misconceptions among the groups. Based on the significant F-ratio, the Scheffé, a post hoc test, was used to determine where the significances were. Results indicated a significant difference in misconceptions between the Physics 203 classes and the Physics 100/101 classes and between the Physics 203 classes and the Physics 123 classes. No significant differences were found between the Physics 100/101 and the Physics 123 classes.","abstract_has_math":false,"creators":["Baker, Rebecca Ann"],"institution":null,"degree_name":"Master of Science in Education in Secondary Education in Physics","degree_level":"Masters","degree_discipline":"Physics, Astronomy, and Materials Science","degree_department":null,"school":null,"contributors":["Betty Bitner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1991,"date_issued":"1991-07-01T07:00:00Z","date_published":"1991-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:17Z","subjects":["Science and Mathematics Education"],"languages":[],"rights":["© Rebecca Ann Baker"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/263","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Betty Bitner"]},{"key":"dc:creator","label":"Author","values":["Baker, Rebecca Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Physics, Astronomy, and Materials Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Secondary Education in Physics"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Rebecca Ann Baker"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/263"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this causal-comparative study was to determine the range of physical science misconceptions held by three levels of introductory university physics classes (N = 160). An analysis of variance was used to analyze the differences in misconceptions among the groups. Based on the significant F-ratio, the Scheffé, a post hoc test, was used to determine where the significances were. Results indicated a significant difference in misconceptions between the Physics 203 classes and the Physics 100/101 classes and between the Physics 203 classes and the Physics 123 classes. No significant differences were found between the Physics 100/101 and the Physics 123 classes."]},{"key":"dc:title","label":"Title","values":["Comparison of Physical Science Misconceptions in Three Levels of Introductory University Physics Classes"]}]}],"canonical_facts":{"dc:contributor":["Betty Bitner"],"dc:creator":["Baker, Rebecca Ann"],"dc:description.abstract":["The purpose of this causal-comparative study was to determine the range of physical science misconceptions held by three levels of introductory university physics classes (N = 160). An analysis of variance was used to analyze the differences in misconceptions among the groups. Based on the significant F-ratio, the Scheffé, a post hoc test, was used to determine where the significances were. Results indicated a significant difference in misconceptions between the Physics 203 classes and the Physics 100/101 classes and between the Physics 203 classes and the Physics 123 classes. No significant differences were found between the Physics 100/101 and the Physics 123 classes."],"dc:identifier":["https://bearworks.missouristate.edu/theses/263"],"dc:rights":["© Rebecca Ann Baker"],"dc:subject":["Science and Mathematics Education"],"dc:title":["Comparison of Physical Science Misconceptions in Three Levels of Introductory University Physics Classes"],"thesis:degree_discipline":["Physics, Astronomy, and Materials Science"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Secondary Education in Physics"]},"updated_at":"2026-07-24T03:15:17Z"}