نوع مقاله : مقاله پژوهشی
نویسندگان
دانشگاه فرهنگیان
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Experimental sciences are recognized as one of the most important and influential subjects in the school educational system, playing a significant and decisive role in shaping students' scientific knowledge and practical skills. Among the various branches of experimental sciences, physics, due to the fundamentally abstract and highly complex nature of its core concepts, has consistently been considered one of the most challenging and difficult subjects for students at different educational levels. Research background and previous studies clearly indicate that students often form various mental presuppositions that are completely incompatible with established scientific principles. These incorrect presuppositions are typically based on inaccurate everyday observations as well as imprecise and informal instruction received from non-specialist sources, ultimately leading to the formation of deep-rooted and persistent fundamental misconceptions. Addressing these misconceptions is crucial because they directly hinder the learning process and reduce educational efficiency. This particular study specifically aimed to identify, categorize, and thoroughly analyze these prevalent misconceptions and subsequently provide practical and actionable strategies for teachers, educators, and curriculum planners in the field of physics education. Without such strategies, students may continue to rely on incorrect mental models throughout their academic lives. Adopting a qualitative research method with a descriptive-analytical approach, the entire study proceeded through a systematic and comprehensive review of library resources, scientific documents, and reputable academic publications. The researchers carefully examined numerous sources to ensure that no major misconception was overlooked. The key findings of this research indicate that the roots of these conceptual misunderstandings primarily lie in limited and incomplete sensory experiences of learners, unscientific and subjective interpretations of natural phenomena, and the inadequate or superficial teaching of basic and foundational concepts at early stages of education. Moreover, the lack of connection between everyday experiences and classroom instruction further reinforces these incorrect beliefs. Ultimately, by presenting a structured and coherent analysis, this article successfully provides a useful conceptual framework for better understanding the main learning obstacles faced by students. Furthermore, it proposes evidence-based and practical strategies for fundamentally improving the physics education process, both in terms of enhancing teacher instruction methods and deepening student comprehension and conceptual change. Implementing these recommendations in real classroom settings could significantly reduce persistent misunderstandings over time.
کلیدواژهها [English]
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