Ex) Article Title, Author, Keywords
New Physics: Sae Mulli 2016; 66: 61-71
Published online January 29, 2016 https://doi.org/10.3938/NPSM.66.61
Copyright © New Physics: Sae Mulli.
Minchul KIM, Yongwook CHEONG*, Jinwoong SONG
Department of Physics Education, Seoul National University, Seoul 08826, Korea
This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Physics equations represent quantitative relations among physics concepts. Several researchers have already discussed students' difficulty concerning the learning of physics equations theoretically. However, few studies have investigated empirically the students' learning of physics equations. This study investigated science-gifted high-school students' conception of physics equations concerning classical mechanics. In this investigation, physics equations considered important were identified, and the reasons for that were categorized. Students' difficulties in understanding and applying physics equations were also identified and categorized. The results are as follows: On the one hand, participants demonstrated an appropriate understanding of physics equations in the subject-learning and the epistemological dimension, but the demonstration of reasons was rudimentary. On the other hand, concerning the understanding and the application of physics equations, the participants mentioned having physical difficulty more frequently than mathematical difficulty. Finally, educational implications are discussed.
Keywords: Physics equation, Conception of students
toward physics equations, Difficulties in understanding physics equations, Difficulties in applying physics equations