Scientific Conceptual Understanding in Physics through Momentum and Material-Dependent Collisions Using the Dual Situated Learning Model: A Mixed Methods Action Research Study

Chorphaka Kromkhan (Mahasarakham University)
Kanyarat Cojorn (Mahasarakham University)
Chaweewan Seesom (Thailand National Sports University)

ASEAN Journal for Science and Engineering in Materials
Vol 5, No 3 (2026): AJSEM: Volume 5, Issue 3, December 2026

From a materials science perspective, collision behavior depends on mass, velocity, and the mechanical responses of interacting materials, including elasticity, deformation, damping, and energy dissipation. This mixed-methods classroom action research examined the effectiveness of the Dual Situated Learning Model (DSLM) in improving students’ conceptual understanding of momentum and material-dependent collisions. Thirty-nine Grade 10 students from a secondary school in Thailand participated in three instructional cycles. Quantitative data were obtained from prerequisite and cycle-specific conceptual assessments, while qualitative data included worksheets, classroom observations, interviews, and reflection records. The results showed significant improvement in conceptual understanding, representational competence, and confidence in scientific explanations. Material-dependent collision contexts helped students distinguish momentum conservation from kinetic-energy dissipation and supported meaningful conceptual reconstruction in physics learning.