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Analysis of the Effects of Physics Prior Learning on the Physics Concept Level and Academic Achievement
New Phys.: Sae Mulli 2018; 68: 338~347
Published online March 30, 2018;
© 2018 New Physics: Sae Mulli.

Taejin BYUN*

Korea Institute for Curriculum and Evaluation, Seoul 04518, Korea
Correspondence to:
Received December 6, 2017; Revised January 25, 2018; Accepted January 26, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Most middle school students' prior learning is focused on mathematics and English, but students who prepare for admission to science high schools tend to put much time into studying advanced science, including physics. The purpose of this study is to analyze the effect of physics prior learning on the level of physics concepts and academic achievement. 105 students from a science high school participated in this research and were surveyed once for the actual condition of prior learning, twice for the physical concept level (FCI), 8 times for academic achievement, and once for cognition about prior learning. The participants had solved an average of 1,410 physics problems during middle school, and the greatest number of them started physics prior learning at the first semester of 8th grade. The time at which prior learning started had very little effect on the physics concept level or academic achievement. The number of solved physics problems was related to the physics concept level and was correlated with academic achievement for over one year. On the surface, the effect of the Physics Olympiad was more influential than the previous two variables, but through additional analysis, the effect should be interpreted as limited.
PACS numbers: 01.40.Fk
Keywords: Prior learning, Academic achievement, Physics concept level, Physics problem solving, Physics olympiad

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