SUBJECTIVE MISCONCEPTIONS IN PHYSICS IN RELATION TO INTELLIGENCE,SEX AND INSTRUCTION |
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| Authors: | Ernst A. Hany Beatrix Kommissari |
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| Affiliation: | 1. University of Munich, Institute of Educational Psychology , Leopoldstr , 13, W‐8000 Munich 40 , Germany;2. Herzogstr. 43, App. 320, W‐8000 Munich 40 , Germany |
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| Abstract: | Research on subjective misconceptions in physics has not systematically investigated interindividual differences or the impact of formal physics instruction. In this empirical study, two sets of more abstract and of more familiar kinematics tasks were given to a sample (N=201) consisting of two cohorts of German secondary school students (one having received 18 months of physics instruction and the other none), balanced according to level of intelligence (high versus average) and sex. The answers obtained in diagram form were analysed for correct versus incorrect solutions and for subjective misconceptions in physics. Quantitative and qualitative differences in the answers were found between male and female students as well as between students of high versus average intelligence, particularly for the abstract tasks. From the cross‐sectional analysis, it was concluded that only boys profited from physics instruction in school Considering these important subgroup differences, consequences for special schooling for gifted and for female students are discussed |
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