Please use this identifier to cite or link to this item: https://olympias.lib.uoi.gr/jspui/handle/123456789/15026
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dc.contributor.authorStylos, G.en
dc.contributor.authorEvangelakis G. A.en
dc.contributor.authorKotsis, K. T.en
dc.date.accessioned2015-11-24T17:45:30Z-
dc.date.available2015-11-24T17:45:30Z-
dc.identifier.urihttps://olympias.lib.uoi.gr/jspui/handle/123456789/15026-
dc.rightsDefault Licence-
dc.titleMisconceptions on classical mechanics by freshman university students: A case study in a Physics Department in Greeceen
heal.typejournalArticle-
heal.type.enJournal articleen
heal.type.elΆρθρο Περιοδικούel
heal.identifier.secondaryhttp://earthlab.uoi.gr/theste/index.php/theste/article/view/17-
heal.languageen-
heal.accesscampus-
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσηςel
heal.publicationDate2008-
heal.abstractThis paper presents results of an empirical research study on Newton s laws classical mechanics and its perceptions on freshman students at the Physics Department, University of Ioannina, Greece. Results and outcome measures reveal misconceptions on students perceptions in consideration of the fundamental concepts in freshman Physics education. The findings showed that the students continue to have the same misconceptions on concepts, such as the students of the high school. The research indicates that the students misconceptions remain largely throughout secondary education, which is a proof that there is no effort, where appropriate for conceptual change, according to the constructive model of learning and teaching physics. The objective intended to be reached in this communication is to provide an exchange forum of ideas that would help instructors originate the cause, and subsequently avoid misconceptions in freshman Physics education.en
heal.journalNameThemes in Science and Technology Educationen
heal.journalTypepeer-reviewed-
heal.fullTextAvailabilityTRUE-
Appears in Collections:Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά)

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