Analysis of conceptual changes of static fluid topic through authentic learning based on phenomena

Abstract

Students’ static fluid conception contradicts scientific concepts, such as the magnitude of different hydrostatic pressures at the same depth. Students’ conception is built on experience and observation of phenomena in everyday life. Student conception can be improved by conceptual change. Students have a good understanding of scientific concepts. The learning applied to conceptual change should be varied learning and support students’ conceptual changes. That learning challenges students to explain concepts and learning that uses their knowledge in real situations. The learning is authentic learning. The phenomenon is used according to real-world focus elements. Conceptual changes in students in fixed categories or no conceptual changes from understanding some to understanding part and understanding the concept to understand the concept. Experimental reference in physics matter requires to expand student knowledge and explanation from a simple simulation of floating objects because there are still many students who have difficulty and disappoints.