Level Of Conceptual Understanding Research Articles

The role of GeoGebra software in conceptual understanding and engagement among secondary school student

This study aims to identify the impact of GeoGebra software on conceptual understanding and engagement in the topic of Functions and Quadratic Equations in One Variable in high school. The study was conducted in a quasi-experimental design with 60 students at a secondary school in Muallim district. The study results were analyzed using descriptive statistics, inference, and the Pearson Correlation. Descriptive analysis indicates that students have a strong grasp of the topic taught, particularly showing high conceptual understanding and maximum engagement in interactive activities. Inference statistics reveal a significant difference in conceptual understanding levels between the treatment and control groups among Level Four students regarding Quadratic Functions and Equations in a Variable. In addition, there were significant differences in student engagement between the treatment and control groups. There is a significant relationship between the level of student engagement and students’ conceptual understanding of Quadratic Functions and Equations in One Variable for both groups. In conclusion, using GeoGebra software has an impact on the relationship between understanding the concept and involving students in learning the topic of Quadratic Functions and Equations in a Variable.

Understanding Digital Campaign Competence: Conceptualizing Data-Driven Political Advertising Literacy

ABSTRACT Technological advancements create new ways of informing and persuading citizens in the political advertising context. Insights are limited regarding how citizens deal with data-driven political advertising (DDPA). This is problematic because the collection and combination of large amounts of data render them vulnerable to information and power asymmetries. Using multidisciplinary perspectives, this article discusses the digital campaign competence of voters. We look at the interplay of literacy components, offer a typology, and predict campaign behavior, such as ad engagement and ad avoidance. We use data from a multiple-wave panel survey (N W1 = 1914, N W3 = 1303) conducted during the 2021 German federal elections. A latent profile analysis reveals five voter profiles with varying levels of DDPA literacy (i.e. conceptual understanding and evaluative perceptions). People mostly evaluate DDPA as neutral or negative, highly differ in their level of objective conceptual understanding, and underestimate the effectiveness of DDPA. We find no differences between the five profiles in their ad engagement but find differences concerning ad avoidance. The results deepen our understanding of a digitally campaign-competent electorate and highlight areas in which citizen empowerment is needed in light of the inequalities that DDPA has produced.

Identifikasi Pemahaman Konsep Siswa pada Materi Titrasi Asam Basa

This research was conducted to identify the level of students' conceptual understanding in acid-base titration material for class XI IPA MAN I Gorontalo City. This research is descriptive research, the instrument used in this research is a two-tier multiple choice diagnostic test consisting of 10 item questions. This instrument has been tested for validity with validation results obtained at 100%. The research respondents were 118 students of class XI IPA at MAN I Gorontalo City. Data collection was obtained by means of observation, giving tests and documentation. The results showed that students' understanding of the concept of acid-base titration material in the understanding category was 80%, in the category of misconceptions was 13%, in the category of guessing was 2%, and in the category of not understanding the concept was 5%. So it can be concluded that students' understanding of acid-base titration material tends to understand the concept.

Participation of Math Students in Online and Face-to-Face Hybrid Mathematics Instruction

Blended hybrid mathematics instruction offers the flexibility of online learning and the engagement of face-to-face interaction. However, research on student participation in these learning environments needs to be improved. This study investigated the dynamics of student participation, focusing on four key dimensions: conceptual understanding, mathematical communication, problem-solving, and critical thinking and analysis. A survey of 158 BS Mathematics students revealed that online learners tended to exhibit a higher level of conceptual understanding. At the same time, face-to-face interactions enhance problem-solving skills and stimulate more remarkable development of critical thinking and analytical abilities. Mathematical communication skills were somewhat constrained in both settings, with face-to-face students displaying slightly higher participation. These findings underscore the importance of considering the diverse dimensions of student participation when delivering online and hybrid mathematics courses. Educators should provide opportunities for students to hone and cultivate essential skills across online and face-to-face contexts, thus enriching their learning experience.

Promoting Students’ Conceptual Understanding through Directive Teacher Guidance and Non-directive Teaching Model in a Collaborative Problem Solving

This study examined and aimed to promote students’ level of conceptual understanding in problem-solving through Directive Teacher Guidance (DTG) and the Non-directive Teaching Model (NDTM).  The study employed sequential-explanatory mixed research using quasi-experimental switching replication treatment involving quantitative and qualitative data. Two groups of Grade 8 high school students were used as participants in the study. One group had 36 students, and the other had 38 students exposed to DTG and NDTM approaches. Quantitative data were obtained from the scores of students from the pretest, first posttest, and second posttest about the topics in Mathematics subject. Qualitative data were from the analysis of participants’ responses in problem-solving, focus group discussion, and classroom observation. The t-test for the dependent sample was utilized to determine the significant change in students’ level of conceptual understanding after the first and second implementation phases, while the t-test for the independent sample was used to find out the significant difference between the pretest and posttests between the two groups. Results showed that students’ conceptual understanding and problem-solving skills significantly improved after exposure to the two approaches. The two groups’ levels of conceptual understanding in switching replication treatment are found to have no significant difference. Moreover, participants preferred guided questions and guided directions and believed in the importance of attaining a conceptual understanding of the lesson. It is suggested to integrate DTG and NDTM as teaching strategies and conduct a study considering a longer span of implementation to determine the effectiveness of the two approaches.

Conceptual understanding and analysis conceptual difficulties of nervous system: from the perspective of pre-service biology teachers

<p><span lang="EN-GB">The aims of this study were to describe level of conceptual understanding and conceptual difficulties on the nervous system from the perspective of pre-service biology teachers. This research was used cross-sectional research design with a sample of 30 participants was selected randomly. The six essays that were created using the conceptual understanding indicator, and twelve multiple-choice questions that were created in the form of three-tier examinations, and the open questionnaires developed to detect challenging concepts in the nervous system make up the instrument. Data has been analysed using descriptive statistics. Data analysis indicates that the average score of conceptual understanding of pre-service biology teachers is 67.33 belongs to the medium category. For the highest percentage of conceptual understanding indicator is ability to exemplify concepts (86.67%) and the other hand, lower percentage is indicators of ability to connect various concepts (46.67%). The best concept for conceptual understanding especially about sub-matter of structure and function of neurons, central and autonomy nerves. Conversely, for the nervous system concepts that are recognized as challenging, particularly the concepts of physiology, impulse transmission mechanism, and somatic nerve inertia. The lack of conceptual understanding caused by complexity of subject, abundance of terminology, and intangible things. The study is expected to be used mainly for development of various learning methods or media that viewed as suitable for improving conceptual understanding of and reducing conceptual difficulties.</span></p>

Pemetaan Pemahaman Konsep Analisis Pengukuran Fisika dan Mekanika Analitik Pada Mahasiswa Program Studi Pendidikan Fisika Tahun Pertama

Physics education study program students should have a high level of understanding of physics concepts. However, in reality the level of understanding of physics concepts for students in physics education study programs is still low. The aim of this research is to determine the distribution of students' level of conceptual understanding in the physics education study program in their first year. The research method used by the author is quantitative descriptive. This research was conducted on 43 Class C Physics Education study program students Class C of 2022 in their first year studying at Yogyakarta State University. The results of this research show that the level of conceptual understanding of Physics Education study program students in the Physics Measurement Analysis (APF) and Analytical Mechanics courses is very different in their first year of study with the average UAS score in the APF course being 2.89 and in the Analytical Mechanics course of 9.04. Therefore, alternatives are needed to improve and equalize student understanding of concepts in courses in the Physics Education study program, one of which is by improving the quality of teaching and organization in the learning process, increasing student involvement in learning physics, using effective learning methods to increase understanding. physics concepts, as well as increasing collaboration between students, lecturers and institutions in increasing understanding of physics concepts.

Identify Students' Conceptual Understanding of Momentum Material

Purpose of the Study: This research aims to identify the level of students' conceptual understanding of momentum material. Methodology: The type of research used is quantitative research with the method used in this research being descriptive quantitative. The population of this study was 3 high schools in the United States. Main Finding: Based on the research results, it was found that the level of students' understanding of the momentum material was quite good, where for each sub-material the level of understanding was also quite good . Understanding This will of course have an impact on student learning outcomes. This level of understanding will of course change over time according to the student's circumstances, for this reason the teacher's role is needed in guiding students towards better change.  Novelty/Originality of the Study: This research is aimed at finding out the level of understanding of concepts, especially momentum and impulse.

Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers

This study investigated the influence of practical problem-solving tasks (PPST) in promoting meaningful learning (ML) and retention in a nonlaboratory chemistry component of a physical science course for pre-service teachers (PSTs). It utilized a mixed-methods research using a modified quasi-experimental design followed by a detailed analysis of change in the conceptual understanding of case participants. The researcher employed mechanical and statistical matching to select 80 participants in two intact groups. The study’s findings revealed that using PPST as a mode of instruction significantly promoted ML and meaningful retention of chemistry concepts. The study generated patterns of explanation, patterns of change in the level of conceptual understanding, and patterns of regression in understanding. The study further argued that PSTs exposed to PPST experienced ML as evidenced by (1) the outcome–significant differences in performances in ML and meaningful retention tests, (2) the process–qualitative evidence of positive change in conceptual understanding, and (3) the context–use of PPST designed for PSTs to engage in a learning process meaningfully. This study called for further research on the inclusion of PPST in other nonlaboratory classes in chemistry and other science subjects, both at secondary and tertiary level.

Junior High School Students' Conceptual Understanding of Prerequisite Material in Solving SPLDV Questions in View of Students' Cognitive Style

Understanding of students' mathematical concepts plays a very important role as a factor to support learning activities. In studying a concept students must understand previous mathematical material as a prerequisite material. Students' conceptual understanding of a material can be influenced by several factors, one of them is the cognitive style factor that has different for each student. Different cognitive styles can be seen from the field independent and field dependent cognitive styles. The importance of understanding students' mathematical concepts of a material that is influenced by students' cognitive styles, it is necessary to analyze students' understanding of mathematical concepts. This qualitative research aims to determine students' conceptual understanding of the prerequisite material and its relationship with students' cognitive styles, and the ways students use in solving existing problems. The results in this study showed there was a significant relationship between the cognitive style of each student and the understanding of mathematical concepts towards the prerequisite material. This is because the field independent cognitive style has a good level of conceptual understanding while the field dependent cognitive style has a low level of conceptual understanding, because they have different levels of conceptual understanding so each student has their own way to solve existing problems.

Identification of Students' Misconceptions Using Six Tier Diagnostic Test with CRI (Certainty of Response Index) on Wave

The concept of waves is essential in physics learning. This study aims to obtain a six-level diagnostic test instrument accompanied by a Certainty of Response Index (CRI) and use it to identify students' level of conceptual understanding and misconceptions on wave material. This study used the Research and Development (R&D) method with a sample of 220 students. Misconception data was obtained using a misconception test in the form of multiple-choice questions. There are 32 questions with six stages consisting of multiple choices answer, the level of confidence in choosing answers, the source of answer choices, the choice of reasons in answering questions, the level of confidence in selecting causes, and the source of students' reasons in answering the questions. The results showed that the percentage of students who experienced misconceptions in the whole question was 36%. Students who understood the concept was 30%, and 34% of students did not understand the concept. In addition, 61% of students chose answers and reasons for solutions based on personal opinions. The conclusion is that misconceptions are caused by student errors in applying the concepts received in the given problem, and students tend to choose the correct answers and reasons when the issue presented is equipped with a picture and only requires one step to get the correct answer.

Filipino-Based Learning Activity Sheets (LAS): Impacts on Grade 10 Students' Conceptual Understanding of Plate Boundaries and Earthquake

This study aimed to examine the impacts of Filipino-based Learning Activity Sheets (LAS) on Grade 10 students' conceptual understanding of plate boundaries and earthquakes in science under the modular distance learning modality. Using a pre-experimental one-group pretest-posttest design, 30 students from Tomas V. Rivera National High School in Cawayan, Masbate were randomly selected to participate in the study. The results showed a significant improvement in students' conceptual understanding of plate boundaries and earthquakes, with a positive mean gain of 6.8 and 7.1, respectively, from the pretest to the posttest scores. Specifically, the students' level of conceptual understanding improved from 23.7% to 96.8%, with a 97% correct response rate on the posttest results. Moreover, paired sample t-test analysis revealed that the posttest scores of the students were significantly higher than their pretest scores at the 5% level of significance. These findings suggest that Filipino-based LAS significantly enhances students' conceptual understanding and mastery of concepts related to plate boundaries and earthquakes in Grade 10 Science under modular distance learning mode.

The Effect of Flipped Learning Model on Pre-Service Science Teachers' Laboratory Practices

The aim of this study is to reveal the effect of the flipped learning model used in the laboratory practices course of pre-service teachers on their conceptual understanding and to evaluate their opinions about this model. In order to achieve this aim, science teaching laboratory applications course was conducted with the flipped learning model with undergraduate students studying at the education faculty of a state university in a metropolitan city in Turkey in the spring semester of the 2021-2022 academic year. The research was carried out with 47 pre-service teachers studying in the department of science teaching. The study was carried out with the mixed research method in which quantitative and qualitative models were used. In the quantitative part, the quasi-experimental design with the pre-test post-test control group was used, while the case study was used in the qualitative part. The Force and Motion Conceptual Comprehension Test, developed by Thornton and Sokoloff in 1995 and adapted in to Turkish by Kanlı and Gülçiçek in 2006, was used to collect data in the quantitative part of the study. For the qualitative part, a semi-structured interview form was used. Quantitative data were analyzed using the SPSS package program. Qualitative data were analyzed by descriptive analysis method according to the themes determined by two researchers. At the end of the study, no difference was found between the post-tests of the conceptual understanding levels of the groups. The pre-service teachers expressed the positive aspects of the flipped learning model as follows: it offers the opportunity to prepare before the lesson, being able to repeat the lessons, experience different classroom environment, facilitating the applications in the lesson, being student-centered, contributing to the individual learning speed, providing learning by understanding. In addition, according to the pre-service teachers, it was observed that this model expressed opinions such as it is difficult to cooperate, time cannot be used efficiently, interaction is low, learning by doing is limited, and it does not improve teaching skills.

Students’ foundational understanding of chemical reaction in the forensic science bachelor’s degree program at the National Autonomous University of Mexico

ObjectiveTo compare the understanding of the concept of chemical reaction—as operationalized by Bloom’s taxonomy of cognitive levels—of students in forensic science bachelor’s degree with that achieved by students majoring in chemistry, as a prerequisite for future professional collaboration and communication. Materials and methodsUsing previously validated and published tests developed to assess students’ knowledge, comprehension, and application of the concept of chemical reaction, we explored how conceptual understanding developed in students enrolled in (a) a forensic science degree program in a Mexican public university and in (b) chemistry undergraduate programs offered by the same university, and whether both groups achieved comparable attainment levels. Findings and implicationsDespite receiving considerably less chemical instruction, forensic science students achieved comparable levels of conceptual understanding of chemical reaction to those exhibited by chemistry students. This finding is encouraging because it might mean that future forensic scientists could graduate with a solid foundation of chemical knowledge. More research, particularly on the learning of other key concepts, will be needed to verify these initial findings.

THE LEVEL UNDERSTANDING OF THERMODYNAMIC CONCEPT FOR PHYSICS AND CHEMISTRY UNDERGRADUATE STUDENTS

Thermodynamics is an abstract concept making it difficult for physics and chemistry undergraduate student to understand it. The purpose of this research is to know the level understanding of the fundamental concepts of thermodynamics so that lecturers can develop strategies to teach thermodynamics appropriately. An exploratory small-scale study was conducted on students majoring in physics and chemistry to evaluate an understanding of heat, temperature, energy, work, thermodynamic processes and the first law of thermodynamics. The research sample consisted of 20 undergraduate students who were randomly selected from two majors, namely physics and chemistry. Data were collected through a diagnostic test to determine the level understanding of students' concepts which consisted of 20 questions. In addition, interviews were conducted with those of 20 students related to given questions. The results showed that the level of students' conceptual understanding of the concept of thermodynamics was still low. The main reasons that cause students have problems in understanding thermodynamic concepts are the concept of thermodynamics is an abstract physics concept and the matters of thermodynamics are lack in explanation and interpretation of phenomena and not linking them to daily life

Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium concepts on Grade 11 Students

The goal of this study was to assess students’ level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative city, Ethiopia, and employed a mixture of qualitative and quantitative methodologies. Purposive sampling was used for the sample procedure and four intact classes were selected as three intervention groups and one control group: curricular saliency-based, representation-based, conceptual teaching strategy-based instruction, and comparison groups. The level of conceptual understanding was assessed using reasoned questions, specifically a two-tiered multiple-choice pretest, and posttest. The findings revealed that students’ conceptual understanding of chemical kinetics was higher than that of chemical equilibrium concepts. According to the findings of the students’ pretest and posttest, the level of conceptual understanding increased from 27.08% to 32.21% in chemical kinetics and from 15.91% to 23.68% in chemical equilibrium. Overall, representation-based instruction and conceptual teaching tactics boosted students’ conceptual knowledge and accomplishment in chemical kinetics and equilibrium concepts. This study proposes that the level of conceptual understanding of grade 11 students in chemical kinetics should take into account the horizontal relationship between mathematics and the chemical kinetics concepts, which should be taught using technology-assisted teaching strategies such as conceptual teaching strategies and three-fold mental representations.

A Thematic Review of Studies on Specific Learning Disabilities in Science Education

As part of science education/science courses, students with special needs can develop their skills such as observing the events occurring in nature, making predictions and inferences. Given the characteristics of students with specific learning disabilities, it is crucial to reveal the developments of specific learning disabilities in science education to see the overall effect(s) of the teaching methods, techniques and others. The current study aims to thematically review the studies on specific learning disabilities within the scope of science education from the year 2009 to 2021. Considering the 2009-2021 date range and the criteria for specific learning disabilities in science education, a total of 43 studies were obtained from the relevant databases. The Thematic Content Analysis method was preferred. The studies were examined by considering the parameters of "distribution by years, aim, method, sample group, data collection tools, results, and recommendation". The results indicate that a limited number of studies were conducted on specific learning disabilities in science education and the researchers generally focused on elementary school students’ academic achievement and conceptual understanding levels employing quantitative methods. The results of the present study suggest carrying out studies in which in-depth analysis may be done selecting different sample groups (such as pre-service science teachers) for specific learning disabilities in science education and these may be conducted on the social and behavioral difficulties (loneliness, isolation and alike.) faced by students with specific learning disabilities in science education.

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

This study aims to investigate the effect of the differentiated approach on high school students' conceptual understanding of the work and energy topic. The research method used is a quantitative method. Two classes of 10th graders in one of the Senior High Schools in the Tangerang districts were chosen to be research participants with cluster random sampling. Data collection was done with learning style questionnaire and conceptual understanding item with a reliability 0.73. The experimental class applied Inquiry-based Learning with differentiation, while the control class applied Inquiry-based Learning without differentiation. The results of the different tests of students' conceptual understanding after learning showed a significant difference in the understanding of students' concepts in the two classes. The effect size score showed a large effect of a differentiated approach on students' conceptual understanding. The analysis of the level of students' conceptual understanding for each subtopic showed the Law of Conservation of Mechanical Energy having the most students at irresponsiveness level, while the subtopics with the highest number of students at the understanding level was the work subtopic. The percentage of students who studied with a differentiated approach at the highest understanding level is more than students without a differentiated approach in all subtopics. Although the application of the differentiated approach had obstacles in online learning, the differentiated approach applied in Inquiry based Learning has a positive impact in facilitating the diversity of student learning styles.

Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking

Research on active learning that emphasises question formulation activities has received less attention. This study was conducted to address the said gap identified in the literature by testing the thinking empowerment by questioning (TEQ) strategy on the level of conceptual understanding (CK) and critical thinking (CT) of students in Biology subjects. We used a pre-test-post-test non-equivalent control group design with a sample of junior high school students (n = 176). Participants were divided into three groups, namely (1) the TEQ group, 61 students; (2) PS (problem-solving) group, 60 students; and (3) the CS (conventional strategy) group, 55 students. We also considered the effect of school type (public and religious) on student performance in each treatment group and identified a potential correlation between CK and CT. Statistical results showed that TEQ had a more effective and significant effect on students' CK and CT than in the two control groups. However, we identified no difference between students in public and religious schools in each treatment group. In addition, this study also found a strong correlation between CK and CT through the implementation of TEQ. Finally, TEQ is an effective active learning strategy that promotes students' critical thinking in science content and is equally effective when administered to public and religious schools.

The Use of Concept Cartoons in Overcoming The Misconception in Electricity Concepts

Electricity is a very important concept in learning Physics. Mastering this concept can make learning Physics meaningful and relatable to real life problems. However, literature indicates that students have poor conceptual understanding of concepts about electricity. The current research aims to improve Form 5 (aged 17 years) students’ understanding of direct current circuits by using Concept Cartoons Worksheets. Concept Cartoons are A single-group pre-test/post-test investigation was carried out using seven Concept Cartoons Worksheets designed to address common conceptual misconceptions about direct current circuits with a total of 30 physics student participants. The seven Concept Cartoons were modified based on the Concept Inventory Test “Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). Concept Cartoons Worksheets were used to correct students’ misconceptions about direct current circuits and to increase their level of conceptual understanding. The data collected were analysed quantitatively to obtain percentages, means, and t-test values. The descriptive statistics showed an increase in the level of student’s conceptual understanding after the use of Concept Cartoons. The t-test analysis reported that the difference was significant. The results show that Malaysian students do have misconceptions about electricity concepts. However, Concept Cartoons Worksheets are effective to overcome students’ misconceptions about electrical concepts, specifically toward current circuits. Concept Cartoons are not only effective in overcoming misconceptions among students, they are also refreshing and unique because of the cartoons presented while relating to Physics concepts that are abstract.