Identifying and Addressing Misconceptions in Physics Among Secondary School Students: A Classroom-Based Study
Abstract
Physics misconceptions represent a well-documented and persistent challenge in secondary science education. Students frequently enter physics classrooms carrying deeply embedded intuitive ideas about natural phenomena — ideas that are inconsistent with established scientific principles. This classroom-based study investigates the nature, prevalence, and pedagogical correction of conceptual errors among Grade 9 and Grade 10 students (N = 120) at a secondary school in an urban educational setting. Using a mixed-methods approach — combining a Diagnostic Conceptual Questionnaire (DCQ), structured interviews, and classroom observation — the study identifies the most common misconceptions across five core physics domains: mechanics, thermodynamics, optics, electricity, and waves. Results reveal that over 70% of students held at least one significant misconception in mechanics, with force-motion confusion and the impetus theory being the most prevalent. A targeted intervention program using Predict-Observe-Explain (POE) strategies, collaborative concept mapping, and PhET interactive simulations was implemented over an eight-week period. Post-intervention assessment demonstrated a statistically significant improvement in conceptual understanding (p < 0.001), with a mean gain score of 28.6%. The findings affirm that structured, evidence-based instructional interventions can effectively reshape student thinking and promote durable conceptual change. This paper concludes with a set of practical, classroom-ready recommendations for physics educators.