Misconceptions on classical mechanics by freshman university students: A case study in a Physics Department in Greece

George Stylos, George A. Evangelaki, Konstantinos T. Kotsis


This paper presents results of an empirical research study on Newton’s laws classical mechanics and its perceptions on freshman students at the Physics Department, University of Ioannina, Greece. Results and outcome measures reveal misconceptions on students’ perceptions in consideration of the fundamental concepts in freshman Physics education. The findings showed that the students continue to have the same misconceptions on concepts, such as the students of the high school. The research indicates that the students’ misconceptions remain largely throughout secondary education, which is a proof that there is no effort, where a ppropriate for conceptual change, according to the constructive model of learning and teaching physics. The objective intended to be reached in this communication is to provide an exchange forum of ideas that would help instructors originate the cause, and subsequently avoid misconceptions in freshman Physics education.

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