Abstract:
This study investigated Grade 11 learners’ misconceptions about force. An
exploratory design was used with six schools. A purposive sample of 190 learners
studying Physical Sciences was tested for common misconceptions using the Force
Concept Inventory (FCI). Furthermore, the prevalence of the misconceptions was
also determined. Focus group discussions were used to determine the origin of
learners’ misconceptions. Descriptive analysis of the FCI revealed extensive
misconceptions about Newtonian physics amongst Grade 11 learners with a
prevalence range of 70% to 90%. The researcher surmised that the origins of these
prevalent misconceptions are inherent of the sources of misconceptions that learners
encounter in the formal physics classrooms: teachers and textbooks. Textbooks
used by learners do not take into account possible misconceptions that learners
might have. Thus, it might be difficult for teachers to identify possible
misconceptions-prone topics based on their own background. The researcher
recommends interactive teaching strategies.
