Investigations about Science Misconceptions

TL;DR

This study tests first-year engineering students' understanding of basic science problems, confirming a misconception model through analysis of their answers and discussing implications with educational and psychological theories.

Contribution

It introduces a validated model of science misconceptions based on empirical testing of students' responses to math and physics questions.

Findings

Students' answers confirm the proposed misconception model.

Comparison with educational and psychological theories enriches understanding.

Results support targeted strategies for addressing misconceptions.

Abstract

Students entering engineering in universities of applied sciences were tested to see whether they understood easy Science problems within the first week of the first semester. The test comprised of mathematics and physics questions in both linear and diagrammatic form. Science misconceptions are investigated here by comparison to a model of misconception based on the findings of other investigators. The misconceptions demonstrated by the answers confirm this model of misconception. The results are discussed with traditional theories about education as well as with recent psychological research and with neuroscience insights. These comparisons enable further investigation of misconceptions.