Developing Teaching Materials to Mitigate the Students’ Misconception of Motion Implies a Force at High School in Cambodia

抄録

This study aims to mitigate students’ misconceptions of motion implied by force by employing the teaching material using an inquiry-based learning (IBL) approach and investigate its influence based on learning outcomes. A quasi-experimental design with purposive sampling was conducted with 106 students from a high school in Phnom Penh. Pre/post-tests measured students’ conceptual understanding of control and experimental groups. The experimental group’s mean score increased from 25.5% to 59.0%, while the control group improved from 27.4% to 40.6%. These findings indicate that the teaching material with IBL method was significantly more effective in addressing misconceptions and enhancing conceptual understanding of motion implied by force. In contrast, the traditional teaching approach showed limited improvement. The instructors should consider students' prior knowledge, particularly their misconceptions. After that, instructors need to consider teaching methods, materials, and the content to be taught, as well as activities to address student misconceptions after lessons.