Complex Concept Research Articles

Flipbook and e-learning for teaching English to elementary school teacher education students

The purpose of this study is to investigate the lecturers’ and students’ perception of flipbooks and e-learning in enhancing English learning for teacher education students, the influence of technology integration on student-centered pedagogy for teacher education students, and the use of flipbooks and e-learning to improve English skills for teacher education students. Thirty students and nine lecturers from elementary school teacher education programs at three Indonesian universities participated in this study, which used the qualitative descriptive technique. They attend Universitas Halu Oleo Kendari in Southeast Sulawesi, Universitas Borneo Tarakan in North Kalimantan, and Universitas Negeri Jakarta in Jakarta. Data collection was conducted through documents, observations, interviews, and questionnaires. This study found that both lecturers and students positively perceive flipbooks and e-learning as tools for enhancing English learning in elementary school teacher education. Flipbooks effectively present complex concepts, while e-learning provides accessible, diverse resources that develop digital skills. Technology integration significantly benefits student-centered pedagogy but also poses challenges such as technical issues and increased workloads. The study highlighted the need for interventions to improve students’ listening and speaking skills, suggesting that combining effective teaching methods and digital media can enhance English language proficiency and the overall learning experience. It is suggested that more efforts should be directed toward promoting technology pedagogy content knowledge that fosters students’ higher-order thinking skills in English teaching materials for elementary school teacher education programs in higher education in Indonesia.

World Englishes and Cultural Linguistics: Theory and research

AbstractThis article explores the evolution of Cultural Linguistics, its fusion with Cognitive Linguistics and Cognitive Sociolinguistics, and its application to the study of world Englishes, emphasising the cultural dimension of language and cognition. It investigates key theoretical concepts in Cultural Linguistics such as cultural categories, schemas, conceptualisations, keywords, models and scenarios as essential analytical tools for examining the interplay between thought, language and culture. Using examples from English varieties in sub‐Saharan Africa, Great Britain, Ireland, India and Hong Kong, this article demonstrates how these conceptual phenomena interact at increasing levels of conceptual complexity. The discussion also distinguishes conceptual metaphor (and metonymy) from the somewhat problematic concept of ‘cultural metaphor’, previously used in some cultural‐linguistic approaches to world Englishes. Finally, the article delves into Conceptual Blending Theory as a possible extension of Cultural Linguistics that synthesises diverse cultural knowledge to interpret culture‐specific expressions in contemporary multilingual settings.

Improving Teaching Using Artificial Intelligence and Augmented Reality

With the rapid advancements in technology, the educational landscape is witnessing significant transformations in pedagogy and classroom dynamics. Two prominent technologies, Artificial Intelligence (AI) and Augmented Reality (AR), are gaining prominence in the field of education, promising to revolutionize the way teaching and learning take place. This article explores the potential benefits, challenges, and practical applications of integrating AI and AR into the teaching process to enhance student engagement and learning outcomes. The integration of AI in education brings forth personalized learning experiences. AI-powered algorithms analyze vast amounts of student data, including learning patterns, strengths, and weaknesses, to create tailored learning paths. This individualized approach helps educators identify students' unique needs and provide targeted support, ensuring that no student is left behind. Moreover, AI-based chatbots and virtual teaching assistants are increasingly being used to address student queries promptly, providing real-time support and fostering a more interactive learning environment. AR, on the other hand, enables the overlay of virtual objects and information in the real-world environment.. Students can explore complex concepts through visualizations, simulations, and interactive demonstrations, facilitating a deeper understanding of abstract topics. AR also fosters collaboration and teamwork among students, promoting active learning and peer-to-peer knowledge sharing. Combining AI and AR technologies offers a powerful synergy in the educational realm. AI can analyze AR-generated data and adapt instructional strategies in real time, responding to individual students' progress. This synergy not only enhances learning outcomes but also empowers teachers with data-driven insights, enabling them to make informed decisions about their teaching methodologies. However, successfully implementing AI and AR in education comes with its challenges. Issues related to data privacy, ethical considerations, and the need for effective teacher training in utilizing these technologies require careful attention.

Smart Education: An Emerging Teaching Pedagogy for Interactive and Adaptive Learning Methods

Smart education, which incorporates technology to enhance teaching and learning, offers several advantages that can benefit both students and educators. Personalization: Smart education can adapt to individual students' needs and learning styles. It offers personalized learning paths, allowing students to progress at their own pace and receive targeted support in areas where they need it most. Smart education can be accessed from virtually anywhere with an internet connection, making learning more accessible to students regardless of their location. This is especially valuable for remote or underserved communities. Technology-enhanced learning often includes interactive elements, multimedia, and gamification, which can increase student engagement and motivation. Interactive simulations and virtual labs can make complex concepts more approachable. Smart education platforms provide immediate feedback to students, helping them understand their mistakes and guiding them toward improvement. This immediate feedback loop can accelerate the learning process. Smart education allows for flexible learning schedules. Students can access materials and complete assignments at their convenience, making it easier to balance education with work or other responsibilities. Digital resources, including videos, animations, and interactive simulations, can provide a richer and more dynamic learning experience compared to traditional textbooks. Smart education systems collect and analyze data on student performance. Educators can use this data to identify struggling students, track progress, and adjust their teaching methods accordingly.

Development of PHYVAR (Physics in 3d Virtual Reality) on Solar Energy Material to Support Students’ Spatial Intelligence

Spatial intelligence, as proposed by Howard Gardner's theory of multiple intelligences, is one of eight different intelligences that every individual has. The 9 intelligences include: visual-spatial intelligence, linguistic-verbal intelligence, logical-mathematical intelligence, physical-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence and existential intelligence. Spatial intelligence includes a person's ability to visualize objects complexly in three dimensions, manipulate an object to make it appear realistic and understand spatial relationships with physical phenomena. This form of intelligence plays an important role in various fields, including but not limited to physics, engineering, architecture, and scientific exploration. In this field, the capacity to conceptualize and work with spatial elements is fundamental to problem solving and innovation. Solar energy, also known as solar power or solar radiation, is a renewable and sustainable energy source that comes from the sun. Its significance is critical in overcoming global challenges related to energy security, climate change mitigation and environmental sustainability. The integration of solar energy topics into the class is critical. In particular, point 7 of the goal emphasizes the ambition to achieve universal access to affordable, reliable, sustainable and modern energy services by 2030, making solar energy education an integral part of preparing students for a sustainable future. The main objective of the research discussed is to test the feasibility of PHYVAR (Physics in 3D Virtual Reality) on Solar Energy material to support students' spatial intelligence. This research uses Research and Development (R&D) approach by utilizing the Rowntree development model which includes planning, development and evaluation stages. The software used for development includes: Blender 3D 4.0 and Unity Hub 2022, which is used to create a virtual reality environment, displaying a combination of technological advances in education. The evaluation process for PHYVAR media and solar energy materials is carried out with validation by experts, which include material experts and media experts. Apart from that, input and assessment of media suitability were taken from the responses of 35 Class X students from a high school in Pandeglang. Validation results from both experts and students show a high level of agreement, meeting the criteria for the "very good" category, which shows the potential of PHYVAR media in increasing spatial intelligence and facilitating effective learning experiences. The integration of virtual reality technology and interactive learning materials such as PHYVAR in educational environments offers a transformative learning approach. Not only does it increase students' understanding of complex concepts, but it also fosters creativity, critical thinking, and problem-solving competence. By utilizing innovative educational methods such as virtual reality simulations, educators can create engaging and immersive learning environments tailored to diverse learning preferences and abilities, thereby creating a more engaging and effective educational landscape.

Understanding Resilience – a Conceptual Framework

Abstract Nowadays we face a shift of paradigm from risk management to resilience management. Resilience is a complex concept that has become not just a “buzzword”, but also a meta-concept used in fields as far apart as biology, psychology, environmental studies, system-of-systems engineering and more. In this regard, the authors conducted fundamental research (mainly a literature review of a selection of open-source papers) to increase awareness towards the conceptual elements related to resilience. There were defined three resilience-related concepts: engineering resilience, organizational resilience and socioecological resilience. Afterwards, the main characteristics of resilient systems were highlighted. Nevertheless, the authors described a possible organizational resilience framework. The 6 suggested and detailed steps are: the comprehensive resilience analysis encompassing existing or new methodologies – audit, defining and fleshing out needed strategies, the actual design of measures to be implemented, the implementation phase of the previously designed measures, the monitoring step, and the evaluation phase of the success of the various implemented measures. The main limitation of the present research is the lack of validation of the proposed methodology.

Implications of vanishing complexity condition in f(R)\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$f({\ extbf{R}})$$\\end{document} theory

This paper introduces the concept of complexity for a static spherical spacetime and extends it to the modified f(R)\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$f({\ extbf{R}})$$\\end{document} framework. The formulation of the corresponding field equations is then carried out to describe the anisotropic interior. The spherical mass function is defined in both geometric as well as matter terms. Utilizing the orthogonal splitting of the curvature tensor, specific scalars are developed, with one of them denoted as YTF,\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${\\mathcal {Y}}_{TF},$$\\end{document} identified as the complexity factor for the considered fluid setup. In addressing the system of field equations admitting some extra degrees of freedom, the complexity-free condition is introduced. In conjunction with this condition, three other constraints are applied, leading to the development of different models. We also provide a graphical representation of the resulting solutions, using specific parametric values. From this analysis, we conclude that our all three models exhibit the properties required for the existence of physically viable and stable structures for certain values of the model parameter.

Designing studies and reviews to produce informative, trustworthy evidence about complex interventions in rehabilitation: a narrative review and commentary.

According to Cochrane Rehabilitation's recently published definition for research purposes, rehabilitation is inherently complex. Rehabilitation teams frequently implement multiple strategies concurrently, draw on input from a range of different health professionals, target multiple outcomes, and personalize therapeutic plans. The success of rehabilitation lies not only in the specific therapies employed, but also in how they are delivered, when they are delivered, and the capability and willingness of patients to engage in them. In 2021, the UK Medical Research Council (MRC) and the National Institute of Health Research (NIHR) released the second major update of its framework for developing and evaluating complex interventions. This framework has direct relevance to the development and implementation of evidence-based practice in the field of rehabilitation. While previous iterations of this framework positioned complex interventions as anything that involved multiple components, multiple people, multiple settings, multiple targets of effect, and behavior change, this latest framework expanded on this concept of complexity to also include the characteristics and influence of the context in which interventions occur. The revised MRC-NIHR framework presents complex intervention research as comprising the following four inter-related and overlapping phases: 1) development or identification of the intervention; 2) feasibility; 3) evaluation; and 4) implementation, with different methods and tools required to address each of these phases. This paper provides an overview of the MRC-NIHR framework and its application to rehabilitation, with examples from past research. Rehabilitation researchers are encouraged to learn about the MRC-NIHR framework and its application. Funders of rehabilitation research are also encouraged to place greater emphasis on supporting studies that involve the right design to address key uncertainties in rehabilitation clinical practice. This will require investment into a broader range of types of research than simply individual-level randomized controlled trials. Rehabilitation research can both learn from and contribute to future iterations of the MRC-NIHR framework as it is an excellent environment for exploring complexity in clinical practice.

Ubiquitous Learning Experience using VR in Electronic Science Education

In this technology-driven society, designing, prototyping and miniaturization of electronic systems pose major challenges, which in turn makes the electronic science education more essential. The objective of electronic science education is to increase students’ awareness to gain more technical proficiency to understand the miniaturized electronic system design and troubleshoot electronic systems. The evolution of electronic science with advanced technological achievements also faces contemporary challenges that virtual reality technologies are well-positioned to address. Virtual reality in electronic science education enhances learning by providing immersive and interactive experiences. It allows students to explore complex concepts, simulate experiments, and engage in hands-on activities, fostering a deeper understanding of electronic science principles. VR can create a dynamic and engaging learning environment, making abstract concepts more tangible and promoting experiential learning in a virtual space. This research study aims to encourage the active students’ participation in learning about the traditional and modern practices involved in electronics systems analysis while experiencing the immersive interaction related to various real-time conditions and applications.

The anti-gender threat: An ethical, democratic, and scientific imperative for NIH research/ers

Anti-gender campaigns in the United States and globally have promoted policies and legislation that significantly limit bodily autonomy for women, transgender, and nonbinary people. This attack on the human rights of women and gender-diverse communities not only reflects implicit and explicit bias but also detrimentally impacts population health and well-being. We outline the domestic and global rise of anti-gender campaigns and their deep historical connections to broader forms of discrimination and inequality to argue that there is an ethical, democratic, and scientific imperative to more critically center and contextualize gender in health research. While the inclusion of gender as a complex concept in research design, implementation, and dissemination is important, we emphasize that gender inequities must be understood as inextricable from other systems of discrimination and exclusion. To that end, this commentary outlines two actions: for researchers to advance critical approaches to gender as part of a broader landscape of discrimination, and for the US National Institutes of Health to integrate both sex and gender into funded research.

Optimizing large language models in digestive disease: strategies and challenges to improve clinical outcomes.

Large Language Models (LLMs) are transformer-based neural networks with billions of parameters trained on very large text corpora from diverse sources. LLMs have the potential to improve healthcare due to their capability to parse complex concepts and generate context-based responses. The interest in LLMs has not spared digestive disease academics, who have mainly investigated foundational LLM accuracy, which ranges from 25% to 90% and is influenced by the lack of standardized rules to report methodologies and results for LLM-oriented research. In addition, a critical issue is the absence of a universally accepted definition of accuracy, varying from binary to scalar interpretations, often tied to grader expertise without reference to clinical guidelines. We address strategies and challenges to increase accuracy. In particular, LLMs can be infused with domain knowledge using Retrieval Augmented Generation (RAG) or Supervised Fine-Tuning (SFT) with reinforcement learning from human feedback (RLHF). RAG faces challenges with in-context window limits and accurate information retrieval from the provided context. SFT, a deeper adaptation method, is computationally demanding and requires specialized knowledge. LLMs may increase patient quality of care across the field of digestive diseases,where physicians are often engaged in screening, treatment and surveillance for a broad range of pathologies for which in-context learning or SFT with RLHF could improve clinical decision-making and patient outcomes. However, despite their potential, the safe deployment of LLMs in healthcare still needs to overcome hurdles in accuracy, suggesting a need for strategies that integrate human feedback with advanced model training.

Access to Justice in Contemporary Society – A Holistic Approach

The complex concept which touches almost every aspect of human life that binds people together into a right and fair relationship is what is defined as justice. The constitution of India furnished innumerable constitutional articles that assures humans and citizens the right to access to justice. It is crucial to preserve and protect the belief among the citizens that are legal system is not biased to a particular sector of a community in reality the diminished zones of the society find it impossible to seek justice and injustice is laid down open across the country. Dr. B. R. Ambedkar faded Article 32 was the heart and soul of the Indian constitution is delivered the right to individual to move to Supreme Court to seek justice when they feel that their right have been done delete deprived. This paper fundamentally scrutinizes the causes due to which access to justice is not in the immediate approach to people of the country. The paper further discusses landmark judgements and methods that has upheld the right to access to justice which have emphasized the importance of legal aid and the obligation of the government to ensure citizens with right to injustice and free trial. The study also analyses the effectiveness of contemporary modes of access to justice which is complying of constitutional philosophy or preamble. The Authors also surmises other alternative ways through which citizens can get immediate access the justice in the light of constitution.

UKRAINIAN AS A HERITAGE LANGUAGE: HOW TO KEEP LEARNERS MOTIVATED

The process of learning/acquiring Ukrainian as a heritage language is characterized by such factors as motivation, identity, and multilingualism. Motivation as a special concept of heritage language education is of great importance, and the quality and result of learning depends on its interpretation, awareness, and direct implementation in practice. The purpose of the article is to analyze different types of motivation as a fundamental concept that affects the process of teaching/learning/acquiring Ukrainian as a second language in children’s classrooms. Instrumental and integrative types of motivation can overlap or be specifically expressed concerning a new situation of learning a heritage language. It is also often the case that inheritors are motivated to learn an inherited language because of a connection (family, patriotism, and more and more often genetic, etc., the so-called heritage-related orientation). The intrinsic and extrinsic motivation of school-age students is interdependent, and for those who learn a heritage language, the model of distinguishing between language proficiency and the socio-psychological need for cultural identification is effective. Cultural identification is often a more important motivational factor and prevails. Language attitudes and the importance of self-determination within the community determine motivation, in particular for Ukrainian-Russian bilinguals who learn Ukrainian outside of Ukraine. The article offers ways to increase learners’ motivation and specific techniques for doing so (e.g., incorporating a socio-cultural component into classroom instruction; developing students’ intercultural awareness; helping students build on their successes in small steps; increasing students’ interest and engagement in tasks; increasing students’ sense of satisfaction), as well as tips for interpreting and addressing learners’ motivation in crises, including refugee situations. Motivation for learning a heritage language is a special complex concept, the consideration of which (by all involved (parents, students, teachers, community representatives) and the specifics of the situation (e.g., a refugee situation) determines the effectiveness of the learning process or its existence in general. Key words: motivation, Ukrainian as a heritage language, multilingualism, heritage language learner.

Correlation Studies: The Relationship of Metacognitive Skills and Cognitive Learning Outcomes

Learning basic natural sciences is not only about understanding the universe, but also about developing the trained, critical and analytical thinking needed to succeed in various life contexts. Material in basic natural science learning often involves understanding complex concepts and abstract thought processes, so good metacognitive skills are needed in students. Well-developed metacognitive skills are very important so that students can understand basic concepts and principles well so that they are expected to have a significant correlation with student cognitive learning outcomes. The research uses correlational research methods. The variable relationship that will be looked at in the research is the relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) model. The subjects in this research were students who were taking basic natural science courses. Metacognitive skills are measured using an achievement test integrated with cognitive learning outcomes questions. The data analysis used in the research is correlation analysis and regression analysis. The research results show that there is a relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model. The correlation coefficient (r) value of metacognitive skills with cognitive learning outcomes is 0.945 (very high). The direction of the relationship between metacognitive skills and cognitive learning outcomes is a positive relationship. The coefficient of determination (r2) is 0.893, so it can be explained that the variability in students' cognitive learning outcomes is determined by 89.3% by metacognitive skills. The regression significance value proves that the regression line equation can be used for predictions. The regression line equation for the relationship between metacognitive skills and cognitive learning outcomes using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model is =1.246+1.058X.

“Minorities”, the nation and Europe in the history textbooks of Germany, Spain and Turkey

A feature of the concept of “minorities” is the invisibility and stigmatization of communities, more so within the idea of the nation. The European Union project stimulated new vistas, and offers challenges to reconcile peoples under a new political, social and economic concept. However, in the midst of crisis and war in Europe, mistrust and hostility are increasing, incited by right-wing populism and nationalism and these aims of the last century are slowly making their way into history textbooks. This article analyses the representation and construction of these complex concepts in eight German, Turkish and Spanish secondary school history textbooks. In times of strengthening nationalism, it is also discussed here whether the representations convey essentialist ideas and imperialistic structures hidden between the lines in school textbooks, or whether they reflect the concept of “minorities” as a component of a pluralistic and hybrid European society. The research is divided into two areas: 1) A quantitative analysis of textbooks: A comparative research will be carried out on the representation of 'minorities' in English, German, Turkish and Spanish history textbooks. The textbook research is temporally limited to the period from the sixteenth until the twenty-first centuries.

Persistence of STEM Majors in Higher Education

Students in STEM programs often face difficult or ‘weed out’ courses in their first year of declaring their major and are frequently confronted with academic threats such as lack of understanding complex concepts, or receiving poor grades. The U.S. is estimated to need at least 1 million more STEM majors to meet the growing job market in STEM fields, and nearly 60% of students who declare a STEM major eventually switch to a non-STEM major or leave without any degree (Turetsky et al., 2020). Drawing on self-affirmation theory, this quantitative study explores the role that academic confidence and a sense of belonging play in STEM major persistence through a lens of self-affirmations. Fifty-four undergraduate students participated in a pre-test/post-test survey with a double-blind affirmation intervention in an introductory chemistry I course. Findings revealed a remarkably high STEM major persistence rate of 102%, but no statistically significant findings, challenging the notion of standalone affirmation interventions as a quick solution for retention. While the intervention did not yield statistically significant results, post-test belonging scores suggest a more significant influence on persistence than academic confidence. The study underscores the complexity of promoting STEM major persistence. Future research could explore longitudinal impacts, additional institutions, and mechanisms underlying student belonging to develop more effective retention strategies.

Development and validation of a pictographic assessment embodiment scale.

Embodiment is a complex concept related to the subjective perception of an object as it belongs to its own body. In general, this construct has been evaluated by means of questionnaires, but validation studies in other cultures and limitations related with barriers of language received little attention. The purpose of the present investigation was twofold: to validate the factorial structure of embodiment questionnaire (EQ) and to construct a pictographic scale (PAE) to measure embodiment without relapse verbal representations. In the first experiment, 136 participants underwent a Rubber Hand Illusion (RHI) procedure following both congruent and incongruent (control) visuo-tactile stimulations. Then, they evaluated embodiment illusion in EQ using a Likert-type scale to rate their agreement or disagreement with 27 statements and with a pictographic scale designed to assess their subjective experience of the illusion. Principal components analysis in EQ scores identified four components that emerged in both conditions: Embodiment, Disembodiment, Affect and Deafference. PAE scale was highly correlated with embodiment factor and can differentiate between conditions. In a second experiment, 30 participants underwent the RHI procedure, and they were assessed using PAE and proprioceptive drift. Results indicate a high positive correlation between PAE and post-illusion drift score. These results provide evidence about the consistency of the factorial structure of EQ across cultures, and we also provide a new pictographic tool that allows quick measurement of embodiment overcoming language barriers.

3 - The food security concept

The concept of food security appeared in policy forums and documents during the 1970s as a concern largely for developing countries. Today, food security stands centre stage in developing and developed nations. It is a multidimensional concept, which rests on the four pillars of availability, access, utilisation and stability. As our understanding of this complex concept deepens, there are persuasive arguments to add the elements of food agency, food sovereignty and food sustainability, to make it a six-pillar framework. The argument is that this framework better informs policy and global responses to short- and long-term food security challenges. One of the main challenges of the concept of food security is its measurement. This arises due to the fact that there are multiple units of analysis at macro, meso and micro levels. Even the pillars of food security are measured at different scales. This has resulted in the proliferation of hundreds of food security metrics and definitions. The currently accepted definition of food security encapsulates the complexity of the concept but does not assist in developing appropriate metrics. Development projects in Africa that state food security as an objective need to develop relevant food security definitions to guide the assessment of achieving that objective, otherwise measuring its success is reduced to an evaluation of increase in food production—yet we know food security goes beyond production.

The meaning of “Emotion” (情) in Confucian philosophy

Abstract“Emotion” (情) is a very complex concept in Confucianism, but it can be interpreted in five dimensions. Interpreted as “innate instinct,” emotion refers to the cognitive attributes and physiological basis of emotion. Interpreted in terms of desire, it emphasizes the regulation and restriction of emotion. Construed in terms of Qi (氣), it indicates the source and path of emotion. The interpretation of emotion by nature (性) is most commonly used by Confucians and constitutes the fundamental position of Confucianism. Confucianism can both unify “nature” and “emotion” and also downgrade the status of emotion. The interpretation of emotion by Yin (陰) and Yang (陽) explains the nature and principle of emotion with the help of the rules of heaven. Ritual is based on emotional psychology, and the most basic emotional psychology of ethical life is the premise of Confucian social ritual.

High school students’ preconceptions about the concept of climate change considered from the perspective of visual representation

Preconceptions are an essential foundation for students, serving as a basis for more effective learning. In the context of climate change concepts, many students harbor misconceptions. One method to uncover students’ preconceptions is through the use of visual representations. Visual representations can elucidate students’ understanding of abstract and complex concepts. This study aims to examine and analyze the extent of high school students’ comprehension of climate change. The research employs a descriptive qualitative approach, with a population and sample comprising 63 tenth-grade science students from a high school in Indonesia. Data collection techniques included observation and interviews, with semi-structured interviews being utilized in this study. The results reveal that students have varied understandings of the concept of climate change, with many exhibiting misconceptions. The study identifies three categories of climate change concepts: (1) correct concepts of climate change, representing 37%; (2) climate change concepts based on objects, as depicted in the visualizations provided by the respondents; and (3) incorrect concepts of climate change, representing 63%. Based on empirical evidence, the students’ preconceptions of climate change are predominantly at the macroscopic level.