A bibliographic review of the difficulties related to the topics of mechanics
Abstract
This paper presents a literature review on the difficulties faced by students in Mechanics, carried out by consulting articles in journals, dissertations, and theses that address the subject. The research method used is a Systematic Literature Review (SLR) and the research focuses on publications in physics education, covering the first records on the subject, at the end of the 1970s, with a main emphasis on studies carried out in the last ten years and excluding the rarely cited older articles. The works found were selected because they were: highly cited articles, review articles, and recent articles in the main journals in the area (last ten years) and organized into four categories: i) spontaneous conceptions, ii) conceptual resources used by students, iii) constructivist methods and iv) engagement methods. In the works identified, it was found, for example, that there is a significant amount of publications that explore the subject, but a consolidated solution has not yet been observed. Furthermore, it is clear that the traditional methods of teaching physics contribute little to the understanding of basic concepts and that there is a shortage of studies that propose practical solutions to the problems experienced by physics teachers working in high schools. The research concentration is with higher education students, without a progressive development to address this problem from high school onwards.
References
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Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics – Physics Education Research, 10, 020119.
Dominguez, A., De la Garza, J., Quezada-Espinoza, M., & Zavala, G. (2023). Integration of physics and mathematics in STEM education: Use of modeling. Education Sciences, 14(1), 20.
Duit, R. (2014). Teaching and learning the physics energy concept. In R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, & A. Neumann (Eds.), Teaching and learning of energy in K–12 education (pp. 67–85). Cham: Springer International Publishing.
ERIC. (2004). ERIC – Education Resources Information Center. Retrieved December 27, 2024, from https://eric.ed.gov/
Gaspar, A. (2014). Atividades experimentais no ensino de Física: Uma nova visão baseada na teoria de Vigotski. São Paulo: Editora Livraria da Física.
Google Scholar. (2024). Google Scholar. Retrieved December 27, 2024, from https://scholar.google.com/
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Hake, R. R. (1992). Socratic pedagogy in the introductory physics laboratory. The Physics Teacher, 30(9), 546–552.
Hake, R. R. (1998). Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Hake, R. R. (2004). The Arons-advocated method. Indiana University Bloomington.
Hake, R. (2012). Helping students to think like scientists in Socratic dialogue-inducing labs. The Physics Teacher, 50(1), 48–52.
Hake, R. R. (2014). Design-based research in physics education: A review. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education (pp. 511–526). New York, NY: Routledge.
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IOPScience. (2024). IOP Publishing – Scientific research journals. Retrieved December 27, 2024, from https://iopscience.iop.org/
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Kovarik, M. L., Ott, L. S., Robinson, J. K., & Wenzel, T. J. (2022). Getting started on active learning. In Active learning in the analytical chemistry curriculum (pp. 13–35). Washington, DC: American Chemical Society.
Krajcik, J., & Shin, N. (2023). Student conceptions, conceptual change, and learning progressions. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp. 121–157). New York, NY: Routledge.
Marques, H. R., Campos, A. C., Andrade, D. M., & Zambalde, A. L. (2021). Inovação no ensino: Uma revisão sistemática das metodologias ativas de ensino-aprendizagem. Avaliação: Revista da Avaliação da Educação Superior (Campinas), 26(03), 718–741.
Mazur, E. (2014). Peer instruction: A user’s manual. Pearson New International Edition.
Mendes, T. C., & de Souza Filho, M. P. (2020). Análise do influxo de um programa estatístico no ensino de física por meio da engenharia didática. Brazilian Journal of Development, 6(3), 11546–11554.
McDermott, L. C. (1991). Millikan Lecture 1990: What we teach and what is learned—Closing the gap. American Journal of Physics, 59(4), 301–315.
McDermott, L. C., & Shaffer, P. S. (1996). The Physics Education Group at the University of Washington, Physics by Inquiry (Vols. I and II). New York, NY: Wiley.
McDermott, L. C., & Redish, E. F. (1999). Resource letter: PER-1: Physics education research. American Journal of Physics, 67(9), 755–767.
Moreira, M. A. (2021). Challenges in physics teaching. Revista Brasileira de Ensino de Física, 43, e20200451.
Müller, M. G., Araujo, I. S., Veit, E. A., & Schell, J. (2017). Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015). Revista Brasileira de Ensino de Física, 39(3), e3403.
Odden, T. O. B. (2021). How conceptual blends support sensemaking: A case study from introductory physics. Science Education, 105(5), 989–1012.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, n160.
Physical Review Journals. (2024). APS Journals – American Physical Society. Retrieved December 27, 2024, from https://journals.aps.org/search/
Potvin, P., Boissard, B., Durocher, É., Hasni, A., & Riopel, M. (2024, June). Empowering professional learning communities of secondary science teachers to uncover and address their students’ misconceptions via research-oriented practices. In Frontiers in Education (Vol. 9, p. 1419714). Lausanne, Switzerland: Frontiers Media SA.
Prarokijjak, W., Watcharajittanont, N., & Chuasontia, I. (2024). High school student misconceptions about force and motion related to Newton’s laws of motion at Thammasat Secondary School. Thammasat Journal, 43(3), 19–40.
Quibao, M. P., Silva, A. C., Almeida, N. S. D., Silva, R. M. A. A., Muniz, S. R., & Paiva, F. F. (2019). Investigando a compreensão conceitual em física de alunos de graduação em cursos de ciências, engenharias e matemática. Revista Brasileira de Ensino de Física, 41(2), e20180258.
Redish, E. F., & Smith, K. A. (2008). Looking beyond content: Skill development for engineers. Journal of Engineering Education, 97(3), 295–307.
Resbiantoro, G., & Setiani, R. (2022). A review of misconceptions in physics: The diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2), 346–361. (Tambahkan halaman jika tersedia di sumber resmi)
Rinaldi, B. B. (2017). Como usar as questões do Enem para avaliar o ensino de física: Aplicação às questões de física da prova de CN de 2013 (Doctoral dissertation). Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil.
Robertson, A. D., Goodhew, L. M., Bauman, L. C., Hansen, B., & Alesandrini, A. T. (2023). Identifying student conceptual resources for understanding physics: A practical guide for researchers. Physical Review Physics Education Research, 19(2), 020138.
Sagatbek, A., Oni, T. K., Adah Miller, E., Gabdullina, G., & Balta, N. (2024). Do high school students learn more or shift their beliefs and attitudes toward learning physics with the social constructivism of problem-based learning? Education Sciences, 14(12), 1280.
Sengul, O. (2024). Linking traditional teaching to innovative approaches: Student conceptions in kinematics. Education Sciences, 14(9), 973.
Tomara, M., Tselfes, V., & Gouscos, D. (2017). Instructional strategies to promote conceptual change about force and motion: A review of the literature. Themes in Science and Technology Education, 10(1), 1–16.
Uibson, J., & Frei, F. (2023). Investigating the impacts on non-Newtonian conceptions of physics undergraduates and graduates about the concepts of force and motion. Ciência & Educação (Bauru), 29, e23017.
Van Heuvelen, A. (1991). Learning to think like a physicist: A review of research-based instructional strategies. American Journal of Physics, 59(10), 891–897.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112.
AIP Publishing. (2024). Publications from AIP Publishing. Retrieved December 27, 2024, from https://pubs.aip.org/
Arons, A. (1973). Toward wider public understanding of science. American Journal of Physics, 41(6), 769–782.
Arons, A. B. (1977). The various language: An inquiry approach to the physical sciences.
Arons, A. B. (1985). Critical thinking and the baccalaureate curriculum. Liberal Education, 71(2), 141–157. Reprinted in both Arons (1990) and Arons (1997) as Chapter 13, “Critical Thinking.”
Arons, A. B., & Holbrow, C. (1990). A guide to introductory physics teaching.
Arons, A. B. (1997). Teaching introductory physics.
Azarian, M., Yu, H., Shiferaw, A. T., & Stevik, T. K. (2023). Do we perform systematic literature review right? A scientific mapping and methodological assessment. Logistics, 7(4), 89. https://doi.org/10.3390/logistics7040089
Bauman, L. C., Hansen, B., Goodhew, L. M., & Robertson, A. D. (2024). Student conceptual resources for understanding electric circuits. Physical Review Physics Education Research, 20(2), 020128.
Carvalho, A. M. P. (2010). Ensino de Física. São Paulo: Cengage Learning.
Christie McDermott, L. (2014). Melba Newell Phillips Medal Lecture 2013: Discipline-based education research—A view from physics.
Daud, N. S. N., Abd Karim, M. M., Hassan, S. W. N. W., & Rahman, N. A. (2015). Misconception and difficulties in introductory physics among high school and university students: An overview in mechanics. EDUCATUM Journal of Science, Mathematics, and Technology, 2(1), 34–47.
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics – Physics Education Research, 10, 020119.
Dominguez, A., De la Garza, J., Quezada-Espinoza, M., & Zavala, G. (2023). Integration of physics and mathematics in STEM education: Use of modeling. Education Sciences, 14(1), 20.
Duit, R. (2014). Teaching and learning the physics energy concept. In R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, & A. Neumann (Eds.), Teaching and learning of energy in K–12 education (pp. 67–85). Cham: Springer International Publishing.
ERIC. (2004). ERIC – Education Resources Information Center. Retrieved December 27, 2024, from https://eric.ed.gov/
Gaspar, A. (2014). Atividades experimentais no ensino de Física: Uma nova visão baseada na teoria de Vigotski. São Paulo: Editora Livraria da Física.
Google Scholar. (2024). Google Scholar. Retrieved December 27, 2024, from https://scholar.google.com/
Hake, R. R. (1987). Promoting student crossover to the Newtonian world. American Journal of Physics, 55(10), 878–884.
Hake, R. R. (1992). Socratic pedagogy in the introductory physics laboratory. The Physics Teacher, 30(9), 546–552.
Hake, R. R. (1998). Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Hake, R. R. (2004). The Arons-advocated method. Indiana University Bloomington.
Hake, R. (2012). Helping students to think like scientists in Socratic dialogue-inducing labs. The Physics Teacher, 50(1), 48–52.
Hake, R. R. (2014). Design-based research in physics education: A review. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education (pp. 511–526). New York, NY: Routledge.
Halloun, I. A., & Hestenes, D. (1985). The initial knowledge state of college physics students. American Journal of Physics, 53(11), 1043–1055.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141–158.
IOPScience. (2024). IOP Publishing – Scientific research journals. Retrieved December 27, 2024, from https://iopscience.iop.org/
Kirya, K. R., Mashood, K. K., & Yadav, L. L. (2021). Review of research in student conception studies and concept inventories: Exploring PER threads relevant to Ugandan context. African Journal of Educational Studies in Mathematics and Sciences, 17(1), 37–60.
Kovarik, M. L., Ott, L. S., Robinson, J. K., & Wenzel, T. J. (2022). Getting started on active learning. In Active learning in the analytical chemistry curriculum (pp. 13–35). Washington, DC: American Chemical Society.
Krajcik, J., & Shin, N. (2023). Student conceptions, conceptual change, and learning progressions. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp. 121–157). New York, NY: Routledge.
Marques, H. R., Campos, A. C., Andrade, D. M., & Zambalde, A. L. (2021). Inovação no ensino: Uma revisão sistemática das metodologias ativas de ensino-aprendizagem. Avaliação: Revista da Avaliação da Educação Superior (Campinas), 26(03), 718–741.
Mazur, E. (2014). Peer instruction: A user’s manual. Pearson New International Edition.
Mendes, T. C., & de Souza Filho, M. P. (2020). Análise do influxo de um programa estatístico no ensino de física por meio da engenharia didática. Brazilian Journal of Development, 6(3), 11546–11554.
McDermott, L. C. (1991). Millikan Lecture 1990: What we teach and what is learned—Closing the gap. American Journal of Physics, 59(4), 301–315.
McDermott, L. C., & Shaffer, P. S. (1996). The Physics Education Group at the University of Washington, Physics by Inquiry (Vols. I and II). New York, NY: Wiley.
McDermott, L. C., & Redish, E. F. (1999). Resource letter: PER-1: Physics education research. American Journal of Physics, 67(9), 755–767.
Moreira, M. A. (2021). Challenges in physics teaching. Revista Brasileira de Ensino de Física, 43, e20200451.
Müller, M. G., Araujo, I. S., Veit, E. A., & Schell, J. (2017). Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015). Revista Brasileira de Ensino de Física, 39(3), e3403.
Odden, T. O. B. (2021). How conceptual blends support sensemaking: A case study from introductory physics. Science Education, 105(5), 989–1012.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, n160.
Physical Review Journals. (2024). APS Journals – American Physical Society. Retrieved December 27, 2024, from https://journals.aps.org/search/
Potvin, P., Boissard, B., Durocher, É., Hasni, A., & Riopel, M. (2024, June). Empowering professional learning communities of secondary science teachers to uncover and address their students’ misconceptions via research-oriented practices. In Frontiers in Education (Vol. 9, p. 1419714). Lausanne, Switzerland: Frontiers Media SA.
Prarokijjak, W., Watcharajittanont, N., & Chuasontia, I. (2024). High school student misconceptions about force and motion related to Newton’s laws of motion at Thammasat Secondary School. Thammasat Journal, 43(3), 19–40.
Quibao, M. P., Silva, A. C., Almeida, N. S. D., Silva, R. M. A. A., Muniz, S. R., & Paiva, F. F. (2019). Investigando a compreensão conceitual em física de alunos de graduação em cursos de ciências, engenharias e matemática. Revista Brasileira de Ensino de Física, 41(2), e20180258.
Redish, E. F., & Smith, K. A. (2008). Looking beyond content: Skill development for engineers. Journal of Engineering Education, 97(3), 295–307.
Resbiantoro, G., & Setiani, R. (2022). A review of misconceptions in physics: The diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2), 346–361. (Tambahkan halaman jika tersedia di sumber resmi)
Rinaldi, B. B. (2017). Como usar as questões do Enem para avaliar o ensino de física: Aplicação às questões de física da prova de CN de 2013 (Doctoral dissertation). Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil.
Robertson, A. D., Goodhew, L. M., Bauman, L. C., Hansen, B., & Alesandrini, A. T. (2023). Identifying student conceptual resources for understanding physics: A practical guide for researchers. Physical Review Physics Education Research, 19(2), 020138.
Sagatbek, A., Oni, T. K., Adah Miller, E., Gabdullina, G., & Balta, N. (2024). Do high school students learn more or shift their beliefs and attitudes toward learning physics with the social constructivism of problem-based learning? Education Sciences, 14(12), 1280.
Sengul, O. (2024). Linking traditional teaching to innovative approaches: Student conceptions in kinematics. Education Sciences, 14(9), 973.
Tomara, M., Tselfes, V., & Gouscos, D. (2017). Instructional strategies to promote conceptual change about force and motion: A review of the literature. Themes in Science and Technology Education, 10(1), 1–16.
Uibson, J., & Frei, F. (2023). Investigating the impacts on non-Newtonian conceptions of physics undergraduates and graduates about the concepts of force and motion. Ciência & Educação (Bauru), 29, e23017.
Van Heuvelen, A. (1991). Learning to think like a physicist: A review of research-based instructional strategies. American Journal of Physics, 59(10), 891–897.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112.
Authors
Faria, A. da S. R. de, Silveira, M. V. da, & Santos, A. C. F. dos. (2025). A bibliographic review of the difficulties related to the topics of mechanics. Journal of Environment and Sustainability Education, 3(1), 50–61. https://doi.org/10.62672/joease.v3i1.50
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