Comparison of Physical Science Misconceptions in Three Levels of Introductory University Physics Classes

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.

Name thesis:degree_name

Master of Science in Education in Secondary Education in Physics

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Physics, Astronomy, and Materials Science

Year

1991

Author dc:creator

• Baker, Rebecca Ann

Contributors dc:contributor

• Betty Bitner

• Science and Mathematics Education

Statement dc:rights

• © Rebecca Ann Baker

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/263

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1264