Misconception in Physics in Senior Secondary Schools
Chapter One
Objectives of the Study
The main objective of this study is to examine the misconceptions in physics in senior secondary school. Specific objectives include;
- To outline the major misconceptions of student in physics.
- To determine the difference between misconception of male students in physics and female student in physics.
- To determine if the misconception of student in physics is dependent on student cultural background.
- To determine the relationship of age and misconceptions of students in physics.
CHAPTER TWO
REVIEWED OF RELATED LITERAATURE
Concept of Misconceptions
The modern world is a scientific world and science has become everyone’s concern. Science is the most inexhaustible storehouse of knowledge. It provides an opening for new horizons of knowledge and continuously augments the ever-increasing new knowledge, new exploration, and new ideas. The continuously increasing pace of science has created a wide gap between the developed and the underdeveloped countries. This has, therefore, necessitated the underdeveloped countries to take more vigorous steps towards scientific and industrial development to bridge the gap. Developed nations adopted science education as the key instrument for the realization of the sustainable developments which they enjoy today because it assumes a crucial role in the building of human and infrastructural capacities and quickens the pursuit towards the realization of scientific and technological development through learning, skill acquisition and inventive qualities. A student of science can study engineering and technology, medicine, agriculture or science-related/based courses. This can only be achieved when the teaching-learning process of science is positioned to prepare the learner for the future. There is widespread concern about the outcome of science teaching and learning in Nigeria. For Nigeria to compete successfully in a technology-intensive global community there is an urgent need to produce more high-grade scientists, technicians and engineers who possess the technical know-how. Issues of this nature had prompted the Federal Government of Nigeria to embark on sporadic reforms in the education sector. It is therefore stated explicitly in the National Policy of Education (FRN, 2014) that science shall cultivate inquiry, knowing and rational mind for the conduct of a good life and provision of knowledge and understanding of the complexity of the physical world. Science teachinglearning at the secondary school level in Nigeria is expected to be activity-oriented, creative and functional in the preparation of students in the area of science and technology. It also involves the development of learners’ ability toward the application of scientific knowledge in everyday life. As more reliance is placed on scientific activities, the need to teach science concepts effectively becomes the task at hand for intellectual achievements in science. Physics is one science subject that is associated with fields like engineering and technology, medicine, astronomy, geology, communication, and agriculture among others. It is increasingly becoming complex to cope with emerging areas of scientific knowledge without a background in Physics. The importance of teaching and learning Physics cannot be overemphasized as it contributes to technological development by nature of its concepts, principles and practice. Physics offers the students an opportunity to think critically, reason analytically and acquire the spirit of inquiry. The current Physics curriculum is structured on the thematic approach which emphasizes the understanding of basic concepts and principles. In compliance with national and global issues that are dependent on the development of science-oriented students capable of solving practical problems inherentin society, six themes were highlighted for the Physics curriculum to guide the programme. Heat Energy, one of the topics taught in the senior secondary school level 1 (SS 1), is embedded in the theme “Conservative Principle” which is one of the six themes under which concepts in the Nigerian secondary school Physics Curriculum are categorized. Heat is a form of energy which is also known as thermal energy that is transferred from a hot substance to a cold substance as a result of temperature difference. It is also referred to as energy on transit which occurs from a body of higher temperature to a body of lower temperature. Sub-concepts that permeate the understanding of Heat Energy are; the Concept of heat and temperature, thermal expansivity, anomalous expansion of water, change of state and Heat transfer. The underlying principles of Heat energy find a way into the understanding of several applications that are beneficial to man. For instance, the principle of operations of the refrigerator system, thermos flask, solar collectors, thermal insulators, halogen cooktop stove among others find its explanation using the concept of Heat energy.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine misconception in physics in senior secondary schools. Selected secondary schools in Lagos state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain misconception in physics in senior secondary schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an misconception in physics in senior secondary schools.
Summary
This study was on misconception in physics in senior secondary schools. Three objectives were raised which included: To outline the major misconceptions of student in physics, to determine the difference between misconception of male students in physics and female student in physics, to determine if the misconception of student in physics is dependent on student cultural background and to determine the relationship of age and misconceptions of students in physics. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study has delved into the pervasive issue of misconceptions in physics among senior secondary school students, shedding light on the various aspects of identification, causes, and potential interventions. The findings of this research underscore the critical need for targeted efforts to rectify and prevent misconceptions, ensuring a more effective and enriching physics education experience.
Recommendation
Implement regular professional development programs for physics teachers focused on pedagogical strategies to identify and correct misconceptions.
Incorporate training modules that emphasize effective communication of complex physics concepts and the use of interactive teaching methods to engage students actively.
Collaborate with curriculum designers to revisit and refine the physics curriculum, ensuring alignment with current research on common misconceptions.
Integrate hands-on, inquiry-based activities that encourage students to explore and discover physics principles, promoting a deeper understanding.
Advocate for the regular use of diagnostic tools, such as concept mapping and validated assessment instruments, to identify misconceptions early in the learning process.
Integrate formative assessments into lesson plans to continually monitor and address students’ evolving understanding of physics concepts.
References
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