IDENTIFICATION AND SOURCES OF MISCONCEPTIONS HELD BY SECONDARY SCHOOL PHYSICS STUDENTS IN HEAT ENERGY IN RIVERS STATE, NIGERIA

Authors

  • Deborah. T. A. Obafemi Department of Science Education, University of Port Harcourt, Rivers State, Nigeria
  • Temitope S. B. Aderonmu University of Port Harcourt Demonstration Secondary School, University of Port Harcourt, Rivers State, Nigeria

DOI:

https://doi.org/10.46827/ejes.v9i4.4241

Keywords:

misconception, identification, sources, heat energy, physics

Abstract

The study identified misconceptions held by secondary school students about the concepts of Heat energy and investigated the sources of the misconceptions in Rivers State, Nigeria. A mixed method research design, specifically the descriptive survey and the exploratory analysis, was adopted for the study. The study was guided by two research questions. Using the random sampling technique, a sample of 300 Secondary School 1 (SS 1) Physics students was selected for the study in Ikwerre Local Government Area, Rivers State. Data was collected using three research instruments titled “Heat Energy Performance Test” (r = 0.80), Sources of Misconceptions in Heat Energy Questionnaire” (r = 0.74) and “Misconception in Heat Energy Interview Template”. This study revealed that secondary school students have misconceptions about Heat energy. This study further revealed that teachers' instructional presentation ranked 1st as the source of misconception in the concept of Heat energy, social interactions ranked 2nd, prior knowledge ranked 3rd while textbooks and reference materials ranked 4th. The study thus recommends that Physics teachers should always conduct a diagnostic test before instruction to correct any wrong preconceived notion held by the students about a particular concept before instruction. Also, well-designed and technology-assisted instruction should be adopted by Physics teachers to facilitate an accurate scientific understanding of heat energy.

 

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Author Biographies

  • Deborah. T. A. Obafemi, Department of Science Education, University of Port Harcourt, Rivers State, Nigeria

    Dr. Deborah Temidayo Abiola Obafemi holds a Bachelor’s degree in Physics, a Post Graduate Diploma in Education, Masters in Science Education and a PhD degree in Science Education specializing in Physics Education. She is a registered professional teacher certified by the Teachers Registration Council of Nigeria (TRCN) and has taught Physics, Basic Science and Mathematics for about two decades in Secondary Schools. She is currently a Senior Lecturer in the department of Science Education at the University of Port Harcourt, Nigeria. Her research interests include Physics and Science education, Environmental and Climate change education, and e-learning. She has acquired competencies in Curriculum development and evaluation, Open and Distance e-Learning, ICT and Research techniques.

  • Temitope S. B. Aderonmu, University of Port Harcourt Demonstration Secondary School, University of Port Harcourt, Rivers State, Nigeria

    Temitope S. B. Aderounmu holds a Bachelor’s degree in Science Education (Physics), a Master’s degree in Science Education (Physics) and currently a PhD student of Science Education (Physics). He is an experienced Physics teacher and currently the Unit head of Physics in the University of Port Harcourt Demonstration Secondary School. He is a certified teacher with the Teachers Registration Council of Nigeria (TRCN) and a certified Microsoft Innovation Educator (MIE). His research interest is in the area of Science Education (Physics).

     

References

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Published

2022-04-14

Issue

Vol. 9 No. 4 (2022)

Section

Articles

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