International Journal of Physics & Chemistry Education <p><strong>About IJPCE<br></strong></p> <p><em>International Journal of Physics and Chemistry Education</em> (IJPCE) is published quarterly in <em>February</em>, <em>May</em>, <em>August</em>, and <em>November</em>. Between 2009 and 2016 (volumes 1-8) IJPCE had been published under the title "Eurasian Journal of Physics and Chemistry Education" (EJPCE) . IJPCE continues with a broader prospect and enthusiasm to contribute to the field in various scholarly approaches.<br>IJPCE is an Open Access Journal. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply, while authors maintain the copyrights for their own articles.</p> iSER - The International Society of Educational Research en-US International Journal of Physics & Chemistry Education 2589-8876 <p>Copyright © Authors</p> Student understanding of emergent aspects of radioactivity <p>In this paper, we report on a pilot interview and subsequent survey study investigating student understanding of radioactivity, particularly half-life. Our findings are consistent with other studies in physics education research, for example, that some students think that an individual atom decays over a prolonged period of time, with half of it being gone at the half-life. We see this naïve idea as a failure to recognize the emergent nature of the decay (that is, a large collection of atoms has different properties than an individual atom does).&nbsp; Research of naïve ideas in radioactivity generally treats the ideas as being stable misconceptions.&nbsp; In this paper, however, we present evidence that student reasoning can fluidly shift when thinking about radioactivity, depending on the context.</p> Michael M. Hull Martin Hopf Copyright (c) 2020 Michael M. Hull, Martin Hopf 2020-05-29 2020-05-29 12 2 19 33 10.12973/ijpce/20529 Discovery of the existence of misleading procedure of handling physical quantities at many places of the traditional literature <p>This paper reports on the discovery of misleading procedure adopted at many places of the traditional resources regarding the mathematical handling of physical quantities. From an extensive literature search, it has been detected that in solving numerical problems based on the mathematical statement of a law in physics or a physical equation, the explicit identity of the symbol of a physical quantity remaining present in the relevant equation, has not at all been considered. Only the numerical value of the symbol representing a physical quantity has been given top priority during the substitution procedure there by totally ignoring simultaneous substitution of the unit of the physical quantity along with its numerical value. With a view to getting rid of such misleading procedure, emphasis has been given on retaining the explicit identity of the symbol of physical quantity (viz. physical quantity = numerical value × unit) at all places of the traditional literature to enhance the teaching learning process in respect of mathematical handling of physical quantities while dealing with numerical problems based on mathematical equations involving symbols of physical quantities.</p> Pramode Bhattacharjee Copyright (c) 2020 Pramode Bhattacharjee 2020-05-29 2020-05-29 12 2 35 40 10.12973/ijpce/020572