Fostering High School Students' Misconception about Boiling Concept Using Conceptual Change Laboratory (CCLab) Activity

Andi Suhandi,Ilma Husnah,Achmad Samsudin,Wawan Setiawan,Parsaoran Siahaan,Bayram Costu,Yunina Surtiana

doi:10.13189/ujer.2020.080603

Abstract

In this research, study of the effectiveness of conceptual change laboratory (CCLab) on fostering high school students' misconception about boiling concept has been done. The two students' misconception about boiling concept which was addressed in this study are: 1) Misconception-1 (MC-1), the water will only boil if it is heated and 2) Misconception-2 (MC-2), the water that is boiling must have a high temperature close to 100℃. The CCLab used in this research was the five-stage of lab activities oriented towards conceptual change developed by researchers. To support CCLab activities, student worksheets and the necessary laboratory equipment have been developed. A pre-experiment method with one group pretest-posttest design was used. The research subjects were 40 high school students consisting of 20 female students and 20 male students chosen by purposive sampling. Data were collected by two items conceptual test in the four tier test format concerning boiling concept, which has previously been validated and tested for its reliability. The results of this study show that the number of male students, whose misconceptions can be remediated is 85% for MC-1 and 90% for MC-2, while the number of female students, whose misconceptions can be remediated is 80% for MC-1 and 90% for MC-2. These results indicate that: first, the use of CCLab has a high effectiveness in remediating high school students' misconceptions about the concept of boiling; second, there is no gender bias from the use of CCLab in the process of remediating physics misconceptions.

Highlights

One of the fundamental problems that can obstruct the achievement of sound understanding of a physics concept is misconception
In daily life students often observe a physical phenomenon that involves many physical quantities that affect it, but because in reality sometimes the influence of a physical quantity on the phenomenon cannot be observed the students think that the physical quantities that affect to the phenomenon are only what they have observed
Because in daily life students observe and even practice that to boil water must go through a heating process, most of students have the thought that to boil water must always go through the heating process

Summary

Introduction

One of the fundamental problems that can obstruct the achievement of sound understanding of a physics concept is misconception. Students enter to the physics class with a variety of initial conceptions. Some of them do not have an initial conception but some have misconceptions. Many things, including prior knowledge, daily life experiences, language, culture, teacher, textbooks, and instruction, are the source of the causes of misconceptions [1]. Because in daily life students observe and even practice that to boil water must go through a heating process, most of students have the thought that to boil water must always go through the heating process. Because the students observe that a warm-up process is needed long enough for the water to boil, the students think that the water that is boiling must have a high temperature

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