An experimental study on the misunderstanding of velocity by university students and the effect of remedial activity based on the model of conceptual change

The results obtained in two experimental studies performed during two academic years at the Science Faculty of Bari University (Southern Italy) are reported. In these two investigations the aims were: (i) to probe the students' understanding of the concept of velocity and to detect the reasoning adopted in solving the written problems proposed; (ii) to investigate the effect of the nature of the problems on the student samples (freshmen or sophomores) and the incidence of formal teaching of the concept of velocity at university level; (iii) to study the relationship between the intellectual level of cognitive development and the answer typologies identified. The authors were disappointed to find that as many as about 29% of the student sample exposed to careful lectures were still dominated by the so-called position-velocity misconception. Remedial activity based on the model of conceptual change was tried and proved to be successful in helping the students to acquire the concept of velocity correctly, and to remove their misconception.