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Effect of College Physics Instruction on the Image and Perception of Physics of Engineering College Students
New Phys.: Sae Mulli 2019; 69: 637~648
Published online June 28, 2019;
© 2019 New Physics: Sae Mulli.

Youngwook SONG*

Department of Physics Education, Korea National University of Education, Cheongju 28173, Korea
Correspondence to:
Received April 1, 2019; Revised May 16, 2019; Accepted May 17, 2019.
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.
The images and perceptions of the subjects that learners have influence various aspects of learning the subject. Physics is one of the important subjects that engineering students are required to learn. However, in some cases, physics learning is difficult, depending on the gender of the students and whether or not they had beem able to study physics in high school. The purpose of this study is to analyze the effects of physics image and perception of engineering students through college physics class to find educational implications. The subjects of this study were 357 first-year students of the engineering college. The study analyzed the effects of physics image and perception before and after a college physics class according to the gender of the students and the study of physics in high school. Physics image was analyzed by using a semantic analysis method, and the perception of physics was analyzed by using a semantic network analysis method. The result, show that college physics classes neither affect physics image changes of engineering students nor alleviate the perception that physics is `difficult and complex'.
PACS numbers: 01.40.Fk
Keywords: College physics class, Image, Perception, Semantic analysis, Network

June 2019, 69 (6)
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