Khajornsak BuaraphanMahidol University2019-08-232019-08-232018-01-05AIP Conference Proceedings. Vol.1923, (2018)155176160094243X2-s2.0-85040993231https://repository.li.mahidol.ac.th/handle/123456789/44830© 2018 Author(s). According to the constructivist theory, students' prior conceptions play an important role in their process of knowledge construction and teachers must take those prior conceptions into account when designing learning activities. The interpretive study was conducted to explore grade 8 students' conceptions about force and motion. The research participants were 42 students (21 male, 21 female) from seven Educational Opportunity Expansion Schools in Nakhon Pathom province located at the central region of Thailand. In each school, two low, two medium and two high achievers were selected. The Interview-About-Instance (IAI) technique was used to collect data. All interviews were audio recorded and subsequently transcribed verbatim. The students' conceptions were interpreted into scientific conception (SC), partial scientific conception (PC) and alternative conception (AC). The frequency of each category was counted and calculated for percentage. The results revealed that the students held a variety of prior conceptions about force and motion ranged from SC, PC to AC. Each students, including the high achievers, held mixed conceptions of force and motion. Interesting, the two dominant ACs held by the students were: a) force-implies-motion or motion-implies-force, and b) force coming only from an active agent. The science teachers need to take these ACs into account when designing the learning activities to cope with them. The implications regarding teaching and learning about force and motion are also discussed.Mahidol UniversityAgricultural and Biological SciencesEnvironmental SciencePhysics and AstronomyConference PaperSCOPUS10.1063/1.5019497