А. N. Krushelnitckii, V. V. Laptev, L. A. Larchenkova
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DOI: https://doi.org/10.25807/PBH.22224378.2020.12.10.22
In this paper, we analyse the concepts of cognitive barriers and misconceptions used
in domestic and foreign studies to describe typical errors and delusions of students.
We present various classiᾫcations of these concepts and give typical examples. We
discuss the causes and methods of identifying cognitive barriers and misconceptions
in physics. We note that the manifestation of cognitive barriers in the study of physics
is quite universal, independent of educational traditions, training, and mentality of
students. We conclude that the tools for detecting misconceptions can also be used to
detect barriers. Being a broad class of cognitive barriers that arise in the process of
teaching physics, students’ misconceptions can be included in the general classiᾫcation
of these barriers.
Key words: cognitive barriers, misconceptions, methods of teaching physics.
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