Identifying the Conceptual Understanding of Undergraduate Physics Students in Solving Basic Physics Problems: A Descriptive Quantitative Study

Dinta Rahma Diya, Himawan Putranta

Abstract


Understanding concepts is a crucial component of successful physics learning, especially when solving fundamental physics problems. This study aims to identify students' level of conceptual understanding in an introductory physics course and the difficulties they encounter when solving related problems. The research method is a quantitative descriptive survey, involving students from the first to the seventh semesters of the Physics Education program as respondents. Data were collected through a Google Forms questionnaire distributed via WhatsApp. The results showed that 50.33% of students showed their conceptual understanding in the moderate category, because many responses were uncertain or agreed. About 45.58% of students were not confident when applying basic physics concepts to solve problems. About 50.63% of students have not mastered the logical steps and proper methods in solving fundamental physics problems. They also do not fully understand when and how to use the correct physics equations. About 60.77% of students tend to ignore evaluating their understanding of physics concepts after solving problems or exams, and they still rely on others to solve physics problems. These findings highlight the need for better teaching strategies to improve students' conceptual understanding. It will also identify factors that hinder conceptual understanding and propose solutions to improve students' ability to understand physics concepts and solve fundamental physics problems.


Keywords


Basic physics; Conceptual problems; Concept understanding; Physics education; Problem-solving

Full Text:

PDF

References


Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177–1216. https://doi.org/10.1007/s10648-021-09649-y

Almeida, J. P. L. D., Anjos, F. H. D., Moreira, M. F., Bermejo, P. H. D. S., Prata, D. N., & Rodrigues, W. (2025). University efficiency evaluation using data envelopment analysis: Future research agenda. Cogent Education, 12(1), 190–201. https://doi.org/10.1080/2331186X.2024.2445964

Ambaryani, S. E., & Putranta, H. (2022). Improving learners’ metacognitive skills with self-regulated learning-based problem-solving. International Journal of Instruction, 21(1), 890-912. https://e-iji.net/ats/index.php/pub/article/view/376

Asrizal, Nazifah, N., Effendi, H., & Helma. (2024). STEM-smart physics e-module to promote conceptual understanding and 4C skills of students. International Journal of Information and Education Technology, 14(2), 279–286. https://doi.org/10.18178/ijiet.2024.14.2.2049

Băltescu, C. A., & Untaru, E. N. (2025). Exploring the characteristics and extent of travel influencers’ impact on Generation Z tourist decisions. Sustainability (Switzerland), 17(1), 89-96. https://doi.org/10.3390/su17010066

Baten, J., Haas, M. De, & Kempter, E. (2021). Educational gender inequality in Sub‐Saharan Africa: A long‐term perspective. Population and …. https://doi.org/10.1111/padr.12430

Battey, B. W. (2012). Perspectives of spiritual care for nurse managers. Journal of Nursing Management, 20(8), 1012–1020. https://doi.org/10.1111/j.1365-2834.2012.01360.x

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), 56–68. https://doi.org/10.1103/PhysRevPhysEducRes.20.020128

Bile, A., Santoboni, R., Frasca, S., & Astone, P. (2024). Gravitational music: A mathematical-musical model for the popularization of gravitational waves. Physics Education, 59(6), 490-512. https://doi.org/10.1088/1361-6552/ad7347

Brundage, M. J., Maries, A., & Singh, C. (2023). Using the energy and momentum conceptual survey to investigate progression in student understanding from introductory to advanced levels. Physical Review Physics Education Research, 19(2), 78-98.

https://doi.org/10.1103/PhysRevPhysEducRes.19.020132

Brundage, M. J., & Singh, C. (2023). Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics. Physical Review Physics Education Research, 19(2), 112-130. https://doi.org/10.1103/PhysRevPhysEducRes.19.020112

Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self-efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 76-85. https://doi.org/10.1111/bjet.13020

Chan, K. W., Ali, F., Park, J., Sham, K. S. B., Tan, E. Y. T., Chong, F. W. C., Qian, K., & Sze, G. K. (2025). Automatic item generation in various STEM subjects using large language model prompting. Computers and Education: Artificial Intelligence, 8(1), 67–77. https://doi.org/10.1016/j.caeai.2024.100344

Chanifah, N., Hanafi, Y., & Mahfud, C. (2021). Designing a spirituality-based Islamic education framework for young Muslim generations: a case study from two Indonesian universities. Higher Education, 7(1), 90-99. https://doi.org/10.1080/23752696.2021.1960879

Cho, N. (2024). An investigation of using Spark generative AI in solving physics concept inventories in English and Chinese: performance and issues. Discover Artificial Intelligence, 4(1), 71–80. https://doi.org/10.1007/s44163-024-00215-3

da Rosa, A. W., Heidemann, L. A., & Lima, N. W. (2024). Integrating conceptual, epistemic, and procedural aspects in a didactic activity on Fourier’s Heat Equation in the context of Physics teachers’ training | Integrando aspectos conceituais, epistêmicos e procedimentais em uma atividade didática acerca da Eq. Revista Brasileira de Ensino de Fisica, 46(1), 1–14. https://doi.org/10.1590/1806-9126-RBEF-2024-0122

Dalimunthe, D. S. (2023). Transformasi pendidikan agama Islam: Memperkuat nilai-nilai spiritual, etika, dan pemahaman keislaman dalam konteks modern. Al-Murabbi Jurnal Pendidikan Islam, 1(2), 93-102. https://jurnal.alahliyah.sch.id/index.php/AMPIS/article/view/426

de Mortier, C. A., Klein Haneveld, M. J., Verstegen, D. M. L., van Mastrigt, G. A. P. G., Paulus, A. T. G., Evers, S. M. A. A., Dreesens, D. H. H., & Majoie, M. H. J. M. (2025). Unraveling education needs for clinical practice guideline development: A survey performed in the Netherlands. Journal of Evaluation in Clinical Practice, 31(1), 116-128. https://doi.org/10.1111/jep.14274

de Souza, M. G., Won, M., Treagust, D., & Serrano, A. (2024). Visualizing relativity: assessing high school students’ understanding of complex physics concepts through AI-generated images. Physics Education, 59(2), 567-577. https://doi.org/10.1088/1361-6552/ad1e71

Dirga, R. N., & Wijayati, P. H. (2018). How can teachers assess the reading skills of Generation Z learners in German language classes? IOP Conference Series: Materials Science and Engineering, 296(1), 14-23. https://doi.org/10.1088/1757-899X/296/1/012026

Fuadah, F., Yuliati, L., & Parno. (2024). Conceptual changes in problem-based distance learning with Edmodo on wave materials. AIP Conference Proceedings, 2799(1), 1-9. https://doi.org/10.1063/5.0190426

Gandecka, K. (2013). “Family. Oh! The family!" portrays the family as an educational environment in selected literary works from the 19th and 20th centuries. Pedagogika, 112(4), 135–139. https://doi.org/10.15823/P.2013.1786

Gasana, J. C., Nkundabakura, P., Nsengimana, T., Habimana, O., Nyirahabimana, P., & Nsabayezu, E. (2024). Effect of robotics-enhanced project-based learning approach on students’ conceptual understanding and motivation in linear motion in physics in selected Rwandan Secondary Schools. Education and Information Technologies, 29(10), 12435–12456. https://doi.org/10.1007/s10639-023-12364-6

Gumisirizah, N., Muwonge, C. M., & Nzabahimana, J. (2024). Boosting learning achievement in physics among Ugandan form-2 students: Effect of problem-based learning. Physics Education, 59(1), 148-159. https://doi.org/10.1088/1361-6552/acfebb

Halpern, R. (2013). Tying early childhood education more closely to schooling: Promise, perils and practical problems. Teachers College Record, 115(1), 290–305. https://doi.org/10.1177/016146811311500107

Hamdan, A., Bista, A., Franklin, S., & Newman, D. (2024). A conceptual framework for understanding empathy in physics faculty. Physical Review Physics Education Research, 20(2), 1–17. https://doi.org/10.1103/PhysRevPhysEducRes.20.020148

Hasanah, U. (2020). The effectiveness of STEM education for overcoming students’ misconceptions in high school physics: Engineering viewpoint. Science Education International, 31(1), 171–184. https://doi.org/10.33828/sei.v31.i1.1

Hill, H. C., & Chin, M. (2018). Connections between teachers’ knowledge of students, instruction, and achievement outcomes. American Educational Research Journal, 55(5), 111–122. https://doi.org/10.3102/0002831218769614

Holubova, R. (2024). Does Generation Z (and Alpha) need physics as a separate school subject? Journal of Physics: Conference Series, 2715(1), 167–173. https://doi.org/10.1088/1742-6596/2715/1/012003

Husaeni, D. F., and Al, Nandiyanto, A. B. D. (2023). Bibliometric analysis of educational research in 2017 to 2021 using VOSviewer: Google Scholar indexed research. Indonesian Journal, 2(1), 78-86. https://ejournal.upi.edu/index.php/IJoTis/article/view/43182

Jacobsson, E., Wallenlind, S., & Pendrill, A.-M. (2024). Educational research in physics teacher education: the role of mathematics in physics teaching. Physics Education, 59(6), 1-12. . https://doi.org/10.1088/1361-6552/ad7d57

Jejaw, M., Tafere, T. Z., Tiruneh, M. G., Hagos, A., Teshale, G., Tilahun, M. M., Negash, W. D., & Demissie, K. A. (2025). Three in four children age 12–23 months missed opportunities for vaccination in Sub-Saharan African countries: A multilevel mixed effect analysis of demographic health and surveys 2016–2023. BMC Public Health, 25(1), 24-39. https://doi.org/10.1186/s12889-024-21273-3

Kaur, T., Kersting, M., Blair, D., Adams, K., Treagust, D., Santoso, J., Lonshakova, A., Boublil, S., Zadnik, M., Ju, L., Horne, E., & McGoran, D. (2024). Developing and implementing an Einsteinian science curriculum from years 3-10: A. Concepts, rationale, and learning outcomes. Physics Education, 59(6), 126–132. https://doi.org/10.1088/1361-6552/ad66a7

Kent, D., Haas, L., Randal, D., Lin, E., Thorpe, C. T., Boren, S. A., Fisher, J., Heins, J., Lustman, P., Nelson, J., Sherr, D., & Martin, A. L. (2010). Healthy coping: Issues and implications in diabetes education and care. Population Health Management, 13(5), 227–233. https://doi.org/10.1089/pop.2009.0065

Keskin, F. (2025). A qualitative and quantitative cross-sectional study on the past, present, and future of vaginal delivery: Turkey. International Journal of Gynecology and Obstetrics, 168(1), 237–243. https://doi.org/10.1002/ijgo.15849

Kleinberger, A. F. (2016). Society, schools, and progress in Israel: The Commonwealth and international library: Education and educational research. books.google.com. https://books.google.com/books?hl=en&lr=&id=dAmBDAAAQBAJ&oi=fnd&pg=PP1&dq=arabic+education&ots=qIxlVl4fOB&sig=Hel3ZGdImOYPGPaJdc9rjdwLtzI

Kline, E. (2022). Graduate student intellectual journeys: a functional method to identify library service gaps. Reference Services Review, 50(2), 249–266. https://doi.org/10.1108/RSR-09-2021-0053

Kösem, Ş. D., & Özdemir, Ö. F. (2014). The nature and role of thought experiments in solving conceptual physics problems. Science and Education, 23(4), 39–46. https://doi.org/10.1007/s11191-013-9635-0

Kurnianto, F., Kuswanto, H., & Kobesi, Y. M. (2024). Developing iSpring physics e-book to optimize conceptual understanding of simple harmonic vibration. AIP Conference Proceedings, 2622(1), 157-167. https://doi.org/10.1063/5.0133565

Kurniawan, W., Riantoni, C., Lestari, N., & Ropawandi, D. (2024). A hybrid automatic scoring system: Artificial intelligence-based evaluation of physics concept comprehension essay test. International Journal of Information and Education Technology, 14(6), 876–882. https://doi.org/10.18178/ijiet.2024.14.6.2113

Kyllonen, P. C. (2018). Inequality, education, workforce preparedness, and complex problem solving. Journal of Intelligence, 6(3), 1–17. https://doi.org/10.3390/jintelligence6030033

Lichtenberger, A., Hofer, S. I., Stern, E., & Vaterlaus, A. (2024). Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes. Educational Assessment, Evaluation, and Accountability, 3(1), 148-159. https://doi.org/10.1007/s11092-024-09445-6

Lines, L.-A., & Jardine, C. G. (2025). Identifying and Applying a Strength-Based Research Approach in Indigenous Health. International Journal of Qualitative Methods, 24(1), 58-69. https://doi.org/10.1177/16094069241310273

Lisana, L., Dinata, H., & Valencia Tanudjaja, G. (2025). Playing to learn: Game-based approach to financial literacy for generation Z. Entertainment Computing, 52(1), 178-189. https://doi.org/10.1016/j.entcom.2024.100896

Maknun, J. (2020). Implementation of a guided inquiry learning model to improve understanding of physics concepts and critical thinking skills of vocational high school students. International Education Studies, 13(6), 194–211. https://doi.org/10.5539/ies.v13n6p117

Makruf, I., Rifa’i, A. A., & Triana, Y. (2022). Moodle-based online learning management in higher education. International Journal of Instruction, 1(2), 76-89. https://eric.ed.gov/?id=EJ1331351

Mandíková, D., & Pschotnerová, P. (2024). Research on the results of

secondary school physics education of Generation Z in the Czech Republic. Journal of Physics: Conference Series, 2715(1), 98-106. https://doi.org/10.1088/1742-6596/2715/1/012001

Mason, R. A., & Just, M. A. (2016). Neural Representations of Physics Concepts. Psychological Science, 27(6), 248–262. https://doi.org/10.1177/0956797616641941

Melillo, K. D., Gautam, R., Sritan, S., & Khumrungsee, M. (2025). Emeriti professors’ perceptions: qualitative research exploring involvement in University activities. Gerontology and Geriatrics Education, 2(1), 97-106.

https://doi.org/10.1080/02701960.2024.2446944

Milligan, J. A. (2020). Islamic identity, postcoloniality, and educational policy. Springer. https://doi.org/10.1007/978-981-15-1228-5

Nasra, M. A., & Heilbrunn, S. (2016). Transformational leadership and organizational citizenship behavior in the Arab educational system in Israel: The impact of trust and job satisfaction. Educational Management, 2(1), 598-608. https://doi.org/10.1177/1741143214549975

Nikolaus, P., Dželalija, M., & Weber, I. (2024). Investigating students’ conceptual knowledge of quantum physics to improve the teaching and learning process. Education Sciences, 14(10), 88-90. https://doi.org/10.3390/educsci14101113

Noureddine, A., Malaeb, D., El Khatib, S., Dabbous, M., Sakr, F., Ali, A. M., Fekih-Romdhane, F., Hall, S., & Obeid, S. (2025). Psychometric properties of an Arabic translation of the 13-item short mood and feelings questionnaire- parent version (SMFQ-P) to screen for depression in children. BMC Psychiatry, 25(1), 167–184. https://doi.org/10.1186/s12888-024-06433-4

Noxaïc, A. Le, & Fadel, K. (2022). How to use the Archimedes paradox for educational purposes. The Physics Teacher, 60(2), 119-127. https://doi.org/10.1119/10.0009424

Nyirahabimana, P., Minani, E., Nduwingoma, M., & Kemeza, I. (2024). Assessing the impact of the multimedia application on student conceptual understanding in Quantum Physics at the Rwanda College of Education. Education and Information Technologies, 29(3), 3423–3444. https://doi.org/10.1007/s10639-023-11970-8

Paradiso, C., Curcio, D. L. L., Brillhart, S. J., Arca-Contreras, K., & Macchiarola, J. (2024). Teaching and learning about the transgender population: student reflections. Journal of Nursing Education, 63(12), 857–864. https://doi.org/10.3928/01484834-20240419-01

Patten, Y. A. (2025). Critical factors influencing Generation Z registered nurses’ professional socialization process: A grounded theory study. Nurse Education Today, 146(1), 1945-1952. https://doi.org/10.1016/j.nedt.2024.106514

Peşman, H., Arı, Ü., Cirit, D. K., & Ayazgök, B. (2024). Effect of amount of guidance in inquiry-based physics laboratory on conceptual understanding and metacognitive awareness. Science and Education, 2(1), 278-289. https://doi.org/10.1007/s11191-024-00595-z

Purwaningsih, E., Wasis, Sutoyo, S., & Suryadi, A. (2024). CoMCoRe-LS: an instructional design to enhance pedagogical content knowledge of pre-service physics teachers. Journal of Turkish Science Education, 21(2), 324–344. https://doi.org/10.36681/tused.2024.018

Puschkasch-Möck, S. (2024). Muscular hypertrophy and its relation to strength performance: A physics-based analysis of conceptual inaccuracies. Strength and Conditioning Journal, 2(1), 127-139. https://doi.org/10.1519/SSC.0000000000000870

Putranta, H. (2023). Implications of the social reconstructionism philosophy on the elimination discourse of the national examination in Indonesia. Східний Світ, 2(1), 180-191. http://jnas.nbuv.gov.ua/j-pdf/SkhS_2023_1_14.pdf

Putranta, H., & Supahar, S. (2019). Development of physics-tier tests (PysTT) to measure students’ conceptual understanding and creative thinking skills: a qualitative synthesis. Journal for the Education of Gifted Young, 2(2), 188-192.

https://dergipark.org.tr/en/pub/jegys/article/587203

Rachmad, Y. E., Abubakar, F., Arief, I., & ... (2023). The influence of organizational culture, educational background, and compensation on employee performance at National Sharia Bank. JEMSI, 1(1), 56-67. http://journal.lembagakita.org/index.php/jemsi/article/view/1038

Ramma, Y., Bholoa, A., & Watts, M. (2024). In-service physics teachers’ content knowledge: a critical reflection on the case of the upthrust concept. Education Inquiry, 2(1), 90–102. https://doi.org/10.1080/20004508.2024.2412878

Rautela, M., Senthilnath, J., Huber, A., & Gopalakrishnan, S. (2024). Toward deep generation of guided wave representations for composite materials. IEEE Transactions on Artificial Intelligence, 5(3), 1102–1109. https://doi.org/10.1109/TAI.2022.3229653

Rego, K., Gehrke, P., Law, M. P., Halverson, K., Piquette, D., Orlando, E., Jack, S. M., Cook, D., Marticorena, R. M., Binnie, A., Binnie, A., & Tsang, J. L. Y. (2024). Embedding a culture of research in Canadian community hospitals: a qualitative study. Health Research Policy and Systems, 22(1), 207-212. https://doi.org/10.1186/s12961-024-01243-2

Rushami Zien, N. H., Abu Bakar, N. A., & Saad, R. (2024). Learning beyond borders: lifelong learning and learning culture in Islamic institutions in the pursuit of quality education. Quality Education for All, 1(2), 80–93. https://doi.org/10.1108/QEA-01-2024-0010

Saidi, S. S., & Siew, N. M. (2019). Reliability and validity analysis of statistical reasoning test survey instrument using the Rasch measurement model. International Electronic Journal of Mathematics Education, 14(3), 211–220. https://doi.org/10.29333/iejme/5755

Santalla Borreiros, F., González Cabanach, R., Romero-Soto, M., & Souto-Gestal, A. (2025). Quality of care in university podiatry: Analysis of the patient satisfaction questionnaire | Calidad de la atención en podología universitaria. Análisis del cuestionario de satisfacción del paciente. Atencion Primaria, 57(5), 76-83. https://doi.org/10.1016/j.aprim.2024.103138

Santoso, P. H., Istiyono, E., Haryanto, & Retnawati, H. (2024). Validating light phenomena conceptual assessment through the lens of classical test theory and item response theory frameworks. Physics Education, 59(2), 77-83. https://doi.org/10.1088/1361-6552/ad183b

Saretta, M., Alhambra-Borrás, T., Doñate-Martínez, A., & Garcés-Ferrer, J. (2025). Older family caregivers and health professionals of adults with intellectual disabilities: Qualitative results of the first phases of the adaptation of the Savvy Caregiver Program through the ADAPT-ITT model. Social Science and Medicine, 366(1), 89-94. https://doi.org/10.1016/j.socscimed.2024.117649

Šarlah, A., & Planinšič, G. (2023). Designing new types of problems using peer-reviewed papers. European Journal of Physics, 44(5), 126-138. https://doi.org/10.1088/1361-6404/acdf97

Shakhman, L., & Barak, M. (2019). The physics problem-solving taxonomy (PPST): Development and application for evaluating student learning. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), 159-167. https://doi.org/10.29333/ejmste/109266

Suprapto, N. (2020). Do we experience misconceptions?: An ontological review of misconceptions in science. Studies in Philosophy of Science and Education, 1(2), 222–234. https://doi.org/10.46627/sipose.v1i2.24

Sutiah, S., Slamet, S., & Shafqat, A. (2020). Implementation of distance learning during the COVID-19 pandemic in the Faculty of Education and Teacher Training. Journal of Educational, 2(1), 78-89. http://repository.uin-malang.ac.id/7009/

Taber, K. S. (2018). Cronbach's Alpha is used when developing and reporting research instruments in science education. Research in Science Education, 48(6), 96–105. https://doi.org/10.1007/s11165-016-9602-2

Tambak, S., Hamzah, H., & Ahmad, M. Y. (2022). Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration. Cakrawala Pendidikan, 2(1), 68-79. https://repository.uir.ac.id/22351/

Terzi, S., & Petrarca, F. (2025). University student’s opinion survey: A synthesis and a deeper insight. Socio-Economic Planning Sciences, 97(1), 90-103. https://doi.org/10.1016/j.seps.2024.102114

Tong, D., Tao, Y., Zhang, K., Dong, X., Hu, Y., Pan, S., & Liu, Q. (2024). Investigating ChatGPT-4’s performance in solving physics problems and its potential implications for education. Asia Pacific Education Review, 25(5), 1379–1389. https://doi.org/10.1007/s12564-023-09913-6

Tong, T., Pi, F., Zheng, S., Zhong, Y., Lin, X., & Wei, Y. (2024). Exploring the effect of mathematics skills on student performance in physics problem-solving: A structural equation modeling analysis. Research in Science Education, 2(1), 340–354. https://doi.org/10.1007/s11165-024-10201-5

Twahirwa, J. N., & Ntivuguruzwa, C. (2024). Enhancing teachers’ and students’ conceptual understanding of physics through smart classrooms and comprehensive assessment management information systems. Cogent Education, 11(1), 89-96. https://doi.org/10.1080/2331186X.2024.2365108

Vikhrev, V. V., & Baronova, E. O. (2006). Modeling of Z-pinch dynamics by considering the generation of turbulent/chaotic magnetic fields. AIP Conference Proceedings, 808(1), 354–357. https://doi.org/10.1063/1.2159388

Vizer-Karni, N., & Reiter, S. (2014). Organizational conditions and school culture fostering inclusive education: Findings of research among Israeli Arab teachers. International Journal of Developmental, 6(1), 89-97. https://doi.org/10.1179/2047387713Y.0000000018

Wahyuni, N., Bhakti, Y. B., Mutakin, T. Z., & Astuti, I. A. D. (2021). The development of a four-tier diagnostic test instrument to identify the learners’ misconception of circular motions. Impulse: Journal of Research and Innovation in Physics Education, 1(1), 89-99. https://doi.org/10.14421/impulse.2021.11-03

Wan, T., & Chen, Z. (2024). Exploring generative AI-assisted feedback writing for students’ written responses to a physics conceptual question with prompt engineering and few-shot learning. Physical Review Physics Education Research, 20(1), 201-212. https://doi.org/10.1103/PhysRevPhysEducRes.20.010152

Wen, Y., Lin, J., Ming, Y., Zhang, J., Wu, X., Bao, L., Yu, K., & Xiao, Y.

(2024). Role of inhibition in overcoming interferences of misconception under similar feature saliency: An eye-tracking study of the projectile motion problem. Physical Review Physics Education Research, 20(2), 190–200. https://doi.org/10.1103/PhysRevPhysEducRes.20.020121

Wharne, S., Arnold-Baker, C., & Hakim-Dowek, N. (2025). What would an existential approach bring to research supervision in postgraduate psychotherapy and counseling psychology education? Counseling and Psychotherapy Research, 25(1), 86–97. https://doi.org/10.1002/capr.12763

Yoon, H.G. (2024). Types and characteristics of physics education research based on conceptual blending theory. New Physics: Sae Mulli, 74(2), 182–196. https://doi.org/10.3938/NPSM.74.182

Zavala, G., Tejeda, S., Barniol, P., & Beichner, R. J. (2017). Modifying the test of understanding graphs in kinematics. Physical Review Physics Education Research, 13(2), 88-89. https://doi.org/10.1103/PhysRevPhysEducRes.13.020111

Zhang, Y., Chen, N., Vialard, J., & Fang, X. (2024). A physics-informed auto-learning framework for developing stochastic conceptual models for ENSO diversity. Journal of Climate, 37(23), 6323–6347. https://doi.org/10.1175/JCLI-D-24-0092.1




DOI: https://doi.org/10.20527/jmscedu.v5i2.14585

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Creative Commons License

Journal Of Mathematics Science and Computer Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.