An alternative method in identifying misconceptions: structured communication grid

Abstract

This study aims to identify misconceptions in the understanding of 8th graders related to buoyancy and density of liquids by using structured communication grid. 107 students were administered structured communication grid technique at the end of the teaching process during the fall semester of 2010-2011 educational year in Bolu, Kocaeli and Istanbul and student misconceptions were identified. The technique presented the students with the grid representing situations such as sinking, swimming and suspending in the boxes. Students were given questions related to these situations and were asked to find correct boxes. Student answers analyzed to categorize misconceptions. Findings showed that students had some misconceptions stated in the following expressions: “density of swimming objects is equal to the liquid”, “the densities of sunken objects in the liquid are equal” and “buoyancy of sunken objects in the liquid is equal to the weight of the objects”. The results of the study showed that the structured grid technique is a method that can be used as an alternative to traditional methods in the identification of misconceptions and for meaningful learning. Additionally the study provides some suggestions related to the use of the technique in learning environments.