  Investigating student learning and understanding of conceptual physics is a
primary research area within Physics Education Research (PER). Multiple
quantitative methods have been employed to analyze commonly used mechanics
conceptual inventories: the Force Concept Inventory (FCI) and the Force and
Motion Conceptual Evaluation (FMCE). Recently, researchers have applied network
analytic techniques to explore the structure of the incorrect responses to the
FCI identifying communities of incorrect responses which could be mapped on to
common misconceptions. In this study, the method used to analyze the FCI,
Modified Module Analysis (MMA), was applied to a large sample of FMCE pretest
and post-test responses ($N_{pre}=3956$, $N_{post}=3719$). The communities of
incorrect responses identified were consistent with the item groups described
in previous works. As in the work with the FCI, the network was simplified by
only retaining nodes selected by a substantial number of students. Retaining
nodes selected by 20\% of the students produced communities associated with
only four misconceptions. The incorrect response communities identified for men
and women were substantially different, as was the change in these communities
from pretest to post-test. The 20% threshold was far more restrictive than the
4% threshold applied to the FCI in the prior work which generated similar
structures. Retaining nodes selected by 5% or 10% of students generated a large
number of complex communities. The communities identified at the 10\% threshold
were generally associated with common misconceptions producing a far richer set
of incorrect communities than the FCI; this may indicate that the FMCE is a
superior instrument for characterizing the breadth of student misconceptions
about Newtonian mechanics.
