Alternative conceptions of tertiary students on selected topics in mechanics

Abstract

It is of great importance for science educators to consider alternative conceptions possessed by their students. After such alternative conceptions are identified, the teacher then appropriates steps to correct these. It is the task of the science educator to validate instruments that can measure the extent alternative conceptions have been acquired by the learners or even dig deeper into the root-causes of such ideas. If this is done, then there is an assurance that the formation of higher-degree concepts is not based on alternative conception.
Researchers have been focusing on how to minimize if not eradicate alternative conceptions. Instruments of various sorts have been developed to dig-out the possible causes of such and different strategies were tested in classroom settings to determine their effectiveness. The study of Obrero (1999) found out that the constructivist approach was successful in altering students' conceptions. The said approach was tested against traditional lecture method.
It is then the primary goal of this study to determine the alternative conceptions of tertiary students on selected topics in mechanics particularly on topics of pressure, fluid flow, momentum and energy since these topics are the least understood as based on the researcher's experience. This study is also of great help in tracing points that need more emphasis since it digs into alternative conceptions of the students on the said topics.
The results of this study can provide awareness to teachers on the alternative conceptions of the students – especially on the said topics. The teachers can be guided as to what particular topics are to be emphasized and what to correct among the ideas held by the students. It is hoped that the results of this study could make teachers more sensitive to students' needs particularly in testing most appropriate teaching approaches that could in a way correct wrong conceptions.