Effects of prior conceptualization of force and Kinematics on later Instruction in Newtonian Mechanics

Abstract

Repeated analysis by the Kenya National Examination Council (KNEC) after release of results of National Examinations has consistently shown that performance of physics is low and so is enrolment. This paper presents research finding of a study that was undertaken to find out what ideas about Newtonian Mechanics learners had prior to instruction and how they influenced the conceptual acquisition of the same after instruction and subsequently affect performance in the subject. The specific objective was: To investigate learner conceptualization of Force and Kinematics before instruction. The theoretical framework for the study was based on the constructivist learning theory of Jerome Bruner. The theory lays emphasis on guiding learners as they build on and modify their existing mental models. The two-tailed t-test was used to test the hypothesis.