Misconceptions of Derivative and Integral in Solving Kinematic Problems: A Phenomenological Exploration of the Experiences of Student-Teachers in Physics Education

[1] Halliday, D., Resnick, R., & Walker, J. (2014). Fundamentals of Physics (10th ed.). Wiley.

[2] Bressoud, D. M. (2014). The legacy of the calculus. The American Mathematical Monthly, 121(5), 383-406. https://doi.org/10.4169/amer.math.monthly.121.05.383

[3] Sherin, B. L. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479-541. https://doi.org/10.1207/S1532690XCI1904_3

[4] Amaliah, Nur Utami; Sutopo, Sutopo; Latifah, Eny; and Zulnaidi, Hutkemri (2024) "Identify Resources Activated by Students when Solving Straight Motion Kinematics Problems with Different Representation," Jurnal Pendidikan Sains: Vol. 12: No. 2, Article 5.  https://citeus.um.ac.id/jps/vol12/iss2/5

[5] Trowbridge, D. E., & McDermott, L. C. (1981). Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49(3), 242-253. https://doi.org/10.1119/1.12505

[6] Orton, A. (1983). Students' understanding of integration. Educational Studies in Mathematics, 14(1), 1-18. https://doi.org/10.1007/BF00704699

[7] Ferrini-Mundy, J., & Gaudard, M. (1992). Secondary school calculus: Preparation or pitfall in the study of college calculus. Journal for Research in Mathematics Education, 23(1), 56-71. https://doi.org/10.2307/749163

[8] Baker, B., Cooley, L., & Trigueros, M. (2000). A calculus graphing schema. Journal for Research in Mathematics Education, 31(5), 557-578. https://doi.org/10.2307/749888

[9] Zandieh, M. (2000). A theoretical framework for analyzing student understanding of the concept of derivative. CBMS Issues in Mathematics Education, 8, 103-127.

[10] Jones, S. R. (2015). The prevalence of area-based reasoning in students' understanding of definite integrals. The Journal of Mathematical Behavior, 38, 12-24. https://doi.org/10.1016/j.jmathb.2015.01.004

[11] Sealey, V. (2006). Definite integrals, Riemann sums, and area under a curve: What is necessary and what is sufficient. Proceedings of the 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2, 46-53.

[12] Walsh, L. N., Howard, R. G., & Bowe, B. (2007). Phenomenographic study of students’ problem solving approaches in physics. *Physical Review Special Topics - Physics Education Research, 3*(2), 020108. https://doi.org/10.1103/PhysRevSTPER.3.020108

[13] Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62(8), 750-762. https://doi.org/10.1119/1.17449

[14] Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1-27). Erlbaum.

[15] Kaput, J. J. (1989). Linking representations in the symbol systems of algebra. In S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra (pp. 167-194). Erlbaum.

[16] McDermott, L. C., Rosenquist, M. L., & van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503-513. https://doi.org/10.1119/1.15104

[17] Haidemen, H. (2021). Student Understanding of Kinematics: A Phenomenographic Study. [Unpublished doctoral dissertation]. State University.

[18] Lindell, R. S. (1999). The effect of learning cycle laboratories on the understanding of kinematics graphs. [Unpublished master's thesis]. University of Nebraska.

[19] Trowbridge, D. E., & McDermott, L. C. (1980). Investigation of student understanding of the concept of velocity in one dimension. American Journal of Physics, 48(12), 1020-1028. https://doi.org/10.1119/1.12298

[20] Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula. American Journal of Physics, 66(4), 338-352. https://doi.org/10.1119/1.18863

[21] Burgoon, J. N., Heddle, M. L., & Duran, E. (2011). Re-Examining the Similarities Between Teacher and Student Conceptions About Physical Science. Journal of Science Teacher Education, 22(2), 101-114. https://doi.org/10.1007/s10972-010-9196-x

[22] Moodley, K., & Gaigher, E. (2019). Teaching Electric Circuits: Teachers' Perceptions and Learners' Misconceptions. Research in Science Education, 49(1), 73-89. https://doi.org/10.1007/s11165-017-9615-5

[23] Lortie, D. C. (1975). Schoolteacher: A Sociological Study. University of Chicago Press.

[24] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004

[25] Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). Routledge.

[26] Moustakas, C. (1994). Phenomenological research methods. Sage.

[27] Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. S. Valle & M. King (Eds.), Existential-phenomenological alternatives for psychology (pp. 48–71). Oxford University Press.

[28] Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X

[29] Allen, M. (2014). Misconceptions in Primary Science. McGraw-Hill Education (UK).

[30] Hammer, D. (1996). Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions. Journal of the Learning Sciences, 5(2), 97-127. https://doi.org/10.1207/s15327809jls0502_1

[31] Smith, J. P., diSessa, A. A., & Roschelle, J. (1994). Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition. The Journal of the Learning Sciences, 3(2), 115-163. https://doi.org/10.1207/s15327809jls0302_1

[32] Harasim, L. (2017). Learning theory and online technologies. Routledge.

[33] Kamalianfar, A., Jaberi, M. A., & Mirab, M. R. (2021). Investigating of new physics student-teacher misconception. Journal of Education in Basic Sciences, 7(24), 84-94. https://doi.org/10.22034/JEBS.2021.248263

[34] Kaltakci Gurel, D., Eryilmaz, A., & McDermott, L. C. (2015). A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. EURASIA Journal of Mathematics, Science and Technology Education, 11(5). https://doi.org/10.12973/eurasia.2015.1369a

[35] Resbiantoro, G., & Setiani, R. (2022). A review of misconception in physics: the diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2). https://doi.org/10.36681/tused.2022.56

[36] Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

[37] Gomez-Zwiep, S. (2008). Elementary Teachers' Understanding of Students' Science Misconceptions: Implications for Practice and Teacher Education. Journal of Science Teacher Education, 19(5), 437-454. https://doi.org/10.1007/s10972-008-9102-y

[38] Korganci, N., Miron, C., Dafinei, A., & Antohe, S. (2015). The Importance of Inquiry-Based Learning on Electric Circuit Models for Conceptual Understanding. *Procedia - Social and Behavioral Sciences, 191*, 2463-2468. https://doi.org/10.1016/j.sbspro.2015.04.530

[39] Suprapto, N. (2020). Do we experience misconceptions?: An ontological review of misconceptions in science. Studies in Philosophy of Science and Education, 1(2), 50-55. https://doi.org/10.46627/sipose.v1i2.31

[40] Negahban, M., Emamjomeh, M. R., Ahmadi Kalateh Ahmad, F., Asareh, A., & Kabiri, M. (2025). Common misconceptions in general physics concepts: A case study of student-teachers in elementary education. Iranian Journal of Curriculum Studies, 20(76), 207–234. https://doi.org/10.22034/jcs.2025.490154.2369