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Scientific Conceptual Understanding in Physics through Momentum and Material-Dependent Collisions Using the Dual Situated Learning Model: A Mixed Methods Action Research Study

Chorphaka Kromkhan(1), Kanyarat Cojorn(2), Chaweewan Seesom(3),


(1) Mahasarakham University
(2) Mahasarakham University
(3) Thailand National Sports University
Corresponding Author

Abstract


From a materials science perspective, collision behavior depends on mass, velocity, and the mechanical responses of interacting materials, including elasticity, deformation, damping, and energy dissipation. This mixed-methods classroom action research examined the effectiveness of the Dual Situated Learning Model (DSLM) in improving students’ conceptual understanding of momentum and material-dependent collisions. Thirty-nine Grade 10 students from a secondary school in Thailand participated in three instructional cycles. Quantitative data were obtained from prerequisite and cycle-specific conceptual assessments, while qualitative data included worksheets, classroom observations, interviews, and reflection records. The results showed significant improvement in conceptual understanding, representational competence, and confidence in scientific explanations. Material-dependent collision contexts helped students distinguish momentum conservation from kinetic-energy dissipation and supported meaningful conceptual reconstruction in physics learning.

Keywords


Conceptual Change; Dual Situated Learning Model; Materials Science; Momentum; Physics Education.

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