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Many undergraduates harbor a variety of misbeliefs about physical objects in motion--for instance, that a bomb will fall straight down when dropped from a moving airplane. The evidence that these misbeliefs are resistant to correction by college-level physics courses, however, has often been based on methodologies that lack adequate internal validity. We used a quasi-experimental "before and after" design to assess the impact of two college physics courses, and we examined selection-bias, test-retest, and task-format factors directly. Initial accuracy and significant improvements due to instruction varied considerably by problem category and subject group; thus, in several ways, the results refute the general conclusion that conventional physics instruction does little to correct students' misbeliefs. We conclude by advocating the quasi-experimental approach for studies of naive beliefs in physics as well as for other situations in which the impact of classroom instruction is of interest.

The methodology of testing naive beliefs in the physics classroom