PERC 2025 Abstract Detail Page
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| Abstract Title: | Teachers’ Conceptual Understanding of Newtonian Mechanics: A Theoretical Examination of Knowledge and Instructional Implications |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Teachers' content knowledge is essential to effective physics instruction, especially in conceptual demanding topics like Newtonian mechanics. Through a social constructivist lens, this study utilizes the Force Concept Inventory (FCI) and clinical interviews to examine Indonesian physics teachers' conceptual understandings of Newtonian mechanics and their relationship to instructional approaches. The findings suggest that misconceptions about Newtonian mechanics persist among teachers, shaping their pedagogical choices. This research contributes to a broader discourse on the role of conceptual understanding in teacher education and highlights the need for professional programs that address teachers' misconceptions of Newtonian mechanics. |
| Session Time: | Poster Session C |
| Poster Number: | C-151 |
Author/Organizer Information | |
| Primary Contact: |
Rika Mardiana The Ohio State University Columbus, OH 43202 Phone: 6145176509 |
| Co-Author(s) and Co-Presenter(s) |
Lin Ding, Ph.D. The Ohio State University |
