Corey McInerney | Searcharxiv

arXiv2026

A Thematic Analysis of A-level Physics Examiner Reports on Gravity

Examiner reports from six major UK exam boards published between 2017 and 2025 are analysed using a mixed-methods thematic analysis. Focusing on questions relating to gravity, the objective is to understand where students commonly drop marks. Findings reveal that the source of difficulty is dependent upon topic and question style. Mathematical errors account for the majority of lost marks in calculation-type questions, while a lack of conceptual understanding commonly results in lost marks on questions relating to fields, energy and gravitational potential. Pedagogical strategies for teaching gravity must emphasise algebraic skills for orbital mechanics topics while prioritising qualitative modelling and precise definitions for field theory.

physics.ed-ph↗

arXiv2023

Einsteinian gravitational concepts throughout secondary school

Einstein's theory of relativity is largely thought of as one of the most important discoveries of the 20$^{th}$ century and continues to pass observational tests over 100 years later. Yet, it is Newtonian gravity, a 350 year old formalism proven to be less accurate than relativity, which is taught in schools. It has been shown that Einsteinian gravitational concepts can be well understood by students in both primary and secondary education. In this paper, a cross-section of students from Yr 7-13 enrolled in an English secondary school took part in an intervention designed to introduce the idea of gravity from spacetime curvature. The overall aim of this work is to assess the viability of including relativity in the secondary curriculum and to ascertain which year this material would be best placed in. We determine that all year groups where able to appreciate the effects of curvature to some extent. Visual demonstrations aided conceptual understanding at Yr 7-8 level, but this does not have a strong effect on their ideas around the source of the gravitational force. Participants in Yr 9-13 were able to understand concepts beyond those introduced in the demonstrations. However, a deeper understanding of curvature as the source of the gravitational force is not seen until years 12 & 13. We find that those in Yr 13 have the best overall understanding of the concepts introduced during our intervention.

physics.ed-ph↗