Making Sense of Force and Motion: Insights into Grade 10 Students’ Construction of Scientific Explanations

Abstract

Scientific explanation, defined as the ability to describe natural phenomena using empirical evidence through claims, evidence, and reasoning, is essential in physics learning as it supports the exploration of natural phenomena and strengthens conceptual understanding. This study aimed to evaluate students’ scientific explanation skills in force and motion experiments. The sample consisted of 36 Grade 10 students from a secondary school in Thailand, selected through cluster random sampling. Data were collected using a rubric-based test assessing claims, evidence, and reasoning analysed using mean and percentage and one-sample t-test to compare students’ mean scores against a predetermined criterion level. The analysis revealed that the students’ mean scientific explanation score was 4.25 (35.42%), reflecting a low level of ability and being significantly lower than the 75% criterion. When broken down by component, the students’ average scores were as follows: Claims scored 2.69 (67.37%) indicating a moderate level; Evidence scored 0.83 (20.83%) and Reasoning scored 0.72 (18.06%), both of which indicated a low level. Given these findings, scientific explanation is a critical skill for enhancing student learning, particularly in the areas of evidence and reasoning. Future research should explore instructional approaches, such as inquiry-based or cognitive conflict-based learning, to strengthen these skills and examine their development across broader contexts.