Action Research on Addressing Persistent Misconceptions in Physics through a Multimodal Classroom Approach

Abstract Misconceptions in physics classrooms often arise when students rely on intuitive reasoning developed from everyday experiences rather than scientific principles. At the secondary level, such misconceptions frequently persist because classroom instruction tends to emphasize procedural problem solving over conceptual understanding. This action research study examines a classroom-based instructional intervention designed to systematically confront and restructure students’ alternative conceptions in physics. The intervention employed a multimodal teaching approach combining guided questioning, interactive simulations, hands-on experimentation, virtual laboratory activities, and short conceptual videos. The study was conducted with approximately 150 students of Grades XI and XII over a four-week instructional cycle covering selected concepts from mechanics, electricity, and optics. Conceptual diagnostic assessments and structured classroom observations were used to evaluate learning outcomes. Post-intervention analysis revealed a substantial shift in students’ reasoning patterns, with learners demonstrating improved conceptual clarity, increased engagement, and greater confidence in explaining physical phenomena using scientific language. The findings suggest that embedding multimodal strategies within routine classroom practice can effectively support conceptual restructuring and provide physics teachers with a sustainable method for addressing persistent misconceptions