John Clement’s research while affiliated with University of Massachusetts Amherst and other places

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Publications (1)


Students Preconceptions in Introductory Mechanics
  • Article

January 1982

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302 Reads

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1,418 Citations

American Journal of Physics

John Clement

Data from written tests and videotaped problem-solving interviews show that many physics students have a stable, alternative view of the relationship between force and acceleration. This ''conceptual primitive'' is misunderstood at the qualitative level in addition to any difficulties that might occur with mathematical formulation. The misconception is highly resistant to change and is remarkably similar to one discussed by Galileo, as shown by comparison of his writings with transcripts from student interviews. The source of this qualitative misunderstanding can be traced to a deep-seated preconception that makes a full understanding of Newton's first and second laws very difficult. In such cases learning becomes a process in which new concepts must displace or be remolded from stable concepts that the student has constructed over many years.

Citations (1)


... Some experts consider this stage as a natural developmental process in a student (Gilbert & Watts, 1983) and view it as forming, changing, and growing dynamically (Brown, 2014). Researchers also refer to misconceptions using other terms such as "naive beliefs" (McCloskey et al., 1980), "preconceptions" (Clement, 1982;Clement et al., 1989), "alternative conceptions" (Hewson & Posner, 1984;Taber, 2008), "naive theories" (Tobin, 2006), and "alternative frameworks" (Driver, 1983;Driver & Easley, 1978). (Resbiantoro & Setiani, 2022) reported that most studies aim to identify or diagnose misconceptions in physics at the undergraduate level, among high school students, and preservice teachers (Abrahams et al., 2015;Kanıawatı et al., 2019;Martínez-Borreguero et al., 2018;Moli et al., 2017). ...

Reference:

Physics Teachers' Perceptions about Diagnostic Assessment of Students' Physics Misconceptions: A Phenomenological Study
Students Preconceptions in Introductory Mechanics
  • Citing Article
  • January 1982

American Journal of Physics