impulsive force model momentum test answers

This paper is based on the background of the problem in the form of low order thinking skills and science literacy in students. These results suggest that within high school, scaffolding approach with PhET simulation can be use to improve students’ learning independence. The scaffolding and simulation were appropriate with the Indonesian curriculum and 21st century learning.

It provides communication and collaboration activities. Students became more active in seeking knowledge and interaction among students were increased. Besides, students activities were increased during learning. Students’ learning independence were in good enough and good category. It also revealed that learning in the scaffolding approach assisted PhET simulation has effect on students’ learning independence. However, this difference was not have a significant effect on students’ conceptual understanding. The results of this study indicated that there is difference between students’ conceptual learning before and after learning in the scaffolding approach assisted by PhET simulation. Data analysis utilized quantitative and qualitative analysis techniques. Students also observed during the interventions to know students learning independence. A test utilized as the pretest and posttest to collect data students’ conceptual understanding. Sample was chosen by purposive sampling technique. The sample was 27 grade 10 th senior high school students. Research design using experimental design with one group pretest posttest study. The aim of this study was to investigate the effect of learning with scaffolding approach assissted by PhET simulation on students’ conceptual understanding and students’ learning independence. Implications of teaching of momentum were drawn for science educators and curriculum developers in the light of the findings. Moreover, it was found that 68% of the students were unaware of the vector nature of momentum. Four of the students interviewed stated that “momentum is a repulsive force” which was in accord the responses given in the test. Analysis results show that 30% of the students confused the concept of momentum with the concept of impulse and 24% of them used the concepts of energy, power, force and acceleration instead of momentum in scientifically unacceptable way in the conceptual understanding test. In addition, semi-structured interviews were conducted with 8 students to penetrate the ideas given in response to conceptual understanding test questions and to learn the points that students experience learning difficulties. In order to achieve this aim, a conceptual understanding test, which involves 8 open ended questions, was administered to 139 students from randomly selected 5 secondary schools in the city centre of Balıkesir during the academic term of 2003-2004.

This study aims to reveal grade 10 students’ misconceptions about impulse and momentum.

However, the researchers have not come across with enough studies about misconceptions on momentum in physics during the review of literature. In the light of this fact, many studies have been carried out on misconceptions in science education. Studies focusing on teaching of science concepts show that students are unable to learn the scientific meaning of the target concepts while they are constructing newly acquired knowledge with their prior experiences during or after teaching and as a result misconceptions emerge (Novak & Gowin, 1984).

Impulsive force model momentum test answers