Comparison of Physical Science Misconceptions in Three Levels of Introductory University Physics Classes
type: CreativeWork
description: 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: 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.
author: Baker, Rebecca Ann
keywords: Science and Mathematics Education
date published: 1991-07-01T07:00:00Z
date modified: 2026-07-24T03:15:17Z
provider: Missouri State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Missouri State University