ABSTRACT
This study aimed to develop a Teaching-Learning Sequence (TLS) on normal force, surface friction force, and tension force using bridging analogies (Camp & Clement, 2010) and investigate its effect on students’ conceptions to promote conceptual understanding. This is so since traditional methods of physics teaching do not usually consider students’ debilitating alternative conceptions; thus, failing to engender conceptual change. AType-3 developmental concurrent-nested mixed methods research design was used in which the target alternative conceptions on the three contact forces were based from the literature, and the quantitative data set provided a supportive role to the qualitative data. The quantitative data included a conceptual inventory in determining students’ initial and final conceptions. The qualitative data gathered from focus group discussions, journal entries, activity sheets, and voting sheets helped in describing students’ conceptual changes. The study involved an intact heterogenous General Physics 1 class of Grade 12 students (n = 42). The results revealed that there were correct and incorrect conceptions before and after the implementation, and that the bridging cases were successful in promoting conceptual change. The study also affirmed the resistance of alternative conceptions which harbor among students.
