Misconceptions in Newtonian Mechanics: Diagnostic Findings and Contributing Factors

Abstract

Newtonian Mechanics forms the foundational concepts of physics and serves as the basis for understanding force and motion. Yet, many students continue to struggle with the concepts of Newtonian Mechanics. This study aimed to identify prevalent misconceptions among grade IX students using a sequential explanatory mixed-methods design. A Four-Tier Diagnostic Test with a Certainty of Response Index (CRI) was administered to detect misconceptions, followed by a survey and focus group interviews to examine the contributing factors. A total of 461 students from seven Bhutanese secondary schools participated in the study. Findings revealed that misconceptions persist across specific aspects of Newtonian Mechanics due to limited conceptual understanding, difficulty in relating the concepts to real-world contexts and poor mathematical reasoning. Curriculum design and structure were found to be logical and supportive, but other factors, including pedagogical approaches, students’ attitudes and engagement, competency, and resource utilisation and constraints, contributed to the persistence of misconceptions. The study recommends that teachers be provided with training on effective strategies integrating digital tools to address misconceptions in Newtonian Mechanics, and that schools invest in experimental kits and devices to support students’ understanding of complex concepts.