Teaching Conservation of Mechanical Energy and Linear Momentum in Pre-university Physics Education: Didactic Approaches, Challenges, and Perspectives
Rudina Osmanaj *
Department of Physics, Faculty of Natural Sciences, University of Tirana, Tirana, Albania.
Edlira Habilaj
Department of Physics, Faculty of Natural Sciences, University of Tirana, Tirana, Albania.
*Author to whom correspondence should be addressed.
Abstract
Background: The conservation of mechanical energy and linear momentum is fundamental to pre-university physics, yet students may experience conceptual difficulties when these principles are taught primarily through formula-based instruction. This study examined their treatment in Albanian lower and upper secondary education and considered instructional alternatives.
Methods: A mixed-methods approach combined analysis of Albanian curricula, comparison with selected European educational frameworks and the International Baccalaureate programme, and descriptive analysis of questionnaires completed by 200 students and 120 physics teachers. Teaching approaches, laboratory activities and PhET interactive simulations were also examined.
Results: Among students, 28% demonstrated a scientifically correct understanding of energy conservation, 52% expressed misconceptions and 20% were uncertain. Among teachers, 35% regarded the curriculum as adequate and 25% reported access to functional laboratories, while 70% identified insufficient equipment as the principal obstacle. Although 80% expressed interest in digital simulations, only 20% reported using them in classroom teaching. The curricular comparison indicated greater emphasis on experimentation, inquiry and digital resources within the selected international frameworks than in the Albanian practices examined.
Conclusion: The study identifies a gap between curriculum expectations and reported teaching conditions. A proposed instructional model combines conceptual discussions, physical experiments, interactive simulations, collaborative work and data analysis across separate three-week modules on energy and momentum conservation. Its educational effectiveness remains to be evaluated.
Keywords: Physics education, real and virtual laboratories, conservation of energy, linear momentum, inquiry-based learning, interactive simulations, curriculum analysis