Persistence of Conceptual Errors in First-Year University Physics Course and Its Possible Relationship with Learning Styles

Abstract

In this work, we study the persistence of some fundamental previous ideas in physics in a group of freshmen at the Universidad Politécnica de Madrid (Spain). For this purpose, we analyze the answers to a questionnaire consisted of 24 multiple-choice items, most of them borrowed from the Force Concept Inventory (FCI). Our study is performed in two different ways by using, on the one hand, classical test theory and, on the other hand, the Pearson product–moment correlation. The survivance of some of the previous ideas at the end of the course is assessed by comparing and critically analyzing the answers of the students to the same test at the beginning and the end of the term. A possible connection with Honey–Alonso learning styles (LS) is also discussed. The results yielded by our study demonstrate the persistence of some of the initial and previous ideas, no matter the students’ previous qualifications or their current LS.

Keywords

• physics teaching
• higher education
• preconceptions
• prior ideas
• force
• Force Concept Inventory