Abstract
There are many misconceptions on the concept of photoelectric effect so it is important to reduce these misconceptions using conceptual change texts. In this study, the effectiveness of conceptual change texts on reducing pre-service physics teachers’ misconceptions of photoelectric effect will be explained. The conceptual change texts (CCT) are enriched by using animation, simulation video, and data from photoelectric effect experiments in modern physics laboratories. Two texts were tried out on two groups, one experimental group (n=31) and one control group (n=31). Experimental group were given CCT, whereas the control group was give text of modern physics book. Data will be collected by four-tier test and questionnaire. The result of this study will compare two texts in reducing pre-service physics teachers’ misconceptions of photoelectric effect.
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