Abstract
The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and pre-service physics teachers about simple electrical circuits. The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The diagnostic misconception instrument was adapted from the Simple Electric Circuits Diagnostic Test (SECDT). Data were analyzed by descriptive and inferential analysis. The results of the study indicated that there are 11 misconceptions types that the student had. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p< 0.05). Teachers could use the misconception profile as a consideration in planning classroom instruction.
Highlights
IntroductionThe purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and preservice physics teachers about simple electrical circuits
The purpose of this study is to compare the misconceptions of secondary school students and preservice physics teachers about simple electrical circuits
It is about 32.78% of pre-service physics teachers have mastered the concept of a simple electric circuit
Summary
The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and preservice physics teachers about simple electrical circuits. The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p< 0.05). Docktor & Mestre (2014) stated that misconceptions could interfere with the understanding of scientific concepts that students were built in the science class. This condition occurred because students failed to integrate the concepts that they had learned with meaningful concepts (Novak, 2002)
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