Misconceptions Of Concepts Research Articles

The Analysis of Student Error in Solve the Problem of Spherical Trigonometry Application

Students tend to memorize the concept of trigonometry given by lecturers or written in textbooks without understanding the purpose and content in solving the problem trigonometry, so that students often experience errors in solving the problem trigonometry. Error student in doing trigonometry problem is one of the clues to detect student difficulties. The failure is a form of deviation from the right, the prescribed procedure, or the deviation from the expected. This research type is descriptive qualitative, which aims to get information about mistakes of students of mathematics education semester 2 of trigonometry of Academic Year 2017/2018 Universitas Al Asyariah Mandar, in solving the problem of spherical trigonometric applications consisting of 2 questions, (1) determining the direction qibla; and (2) distance between 2 countries. The types of errors in solving the problems referred to in the study grouped according to the classification of Newman’s faults namely, (1) the failure of process skills; (2) carelessness/inaccuracies; (3) misunderstanding of problems; (4) errors in the use of notation; and (5) misconceptions of concepts. The instrument used to reveal the type of error is a diagnostic test that contains two questions concerning the application of spherical trigonometry and interviews. After triangulation, the most common mistake made by the student is the misconception of the concept. Student made a mistake because of lack of understanding the correct concept in this case that is the analogy of Napier in solving the matter of calculating the distance between two countries and the spherical triangle formula to solve the problem calculate the direction of qibla.

PPE Model for Misconception Remedial of Science for Junior High School Students

This article is a result of developmental research of PPE (Peer, Tutoring, Presentation, and Evaluation) model for remedy several science misconceptions: work, kinetic energy, the potential energy of junior high school students. The research aims to describe the science misconceptions of students and the effectiveness PPE model to remedy students’ misconceptions. The research was conducted by 31 students of SMP 1 Kencong, Jember Regency, who had misconceptions of those concepts. Technique for collecting data was test and interview. The data collection were analysed qualitatively descriptive. Findings of the research were: Most of the students had three kinds of misconceptions, they said that if a body has a force, it also has work; if velocity of body increased three times, so the kinetic energy increased three times; in freely falling bodies, when an object approaches the ground, it has null kinetic energy and high potential energy. The effectiveness of the PPE model to remedy those students’ misconceptions can be seen from positive students’ responses to the implementation of the model to remedy their misconceptions and the average of the number of students’ misconceptions decrease from 100% to 15,4%. The study can be concluded that the PPE model effective for remedy students’ misconceptions of work, kinetic energy, and potential energy concepts.

Exploring Seventh-Grade Students’ and Pre-Service Science Teachers’ Misconceptions in Astronomical Concepts

Background:Pre-service science teachers’ conceptual understanding of astronomical concepts and their misconceptions in these concepts is crucial to study since they will teach these subjects in middle schools after becoming teachers. This study aimed to explore both 7th-grade students’ and the science teachers’ understanding of astronomical concepts and to diagnose the misconceptions of 7th-grade students and pre-service science teachers regarding some basic astronomy concepts derived from a three-tier test.Materials and methods:The test was administered to 105 pre-service science teachers and 91 seventh-grade students. The best conceptual understanding was related to the properties of the Sun.Results:The students and pre-service science teachers have some common misconceptions in astronomy. Pre-service teachers mostly have misconceptions not regarding complex concepts but instead in very basic knowledge of astronomy.Conclusions:There is a need to take serious measures to correct the misconceptions of the teachers, since under such circumstances it is optimistic to expect them to teach the subject correctly.

The Effect of Alternative Low Cost Experiments on Seventh Grade Students' Alternative and Misconceptions of Concepts Related to Matter and Its Properties and States

The Effect of Alternative Low Cost Experiments on Seventh Grade Students' Alternative and Misconceptions of Concepts Related to Matter and Its Properties and States

Preservice Teacher Understanding and Vision of how to Teach Biological Evolution

The learning and teaching of biological evolution is conceptually challenging. To fully comprehend evolution, it is posited that individuals also need to understand the roles that the nature of science and situations of chance play in the process. The consistent detection of misconceptions of evolution suggests that new approaches to increasing understanding need to be explored. I predicted that preservice teachers’ ideas for teaching biological evolution could be influenced by three brief web-based interventions, one focused on the common misconceptions of evolution, one on the nature of science, and one on situations of uncertainty in the context of evolution. An experimental group received a combination of the three web-based tutorials while a control group received the misconceptions and nature of science instruction and a time on task filler tutorial. Participants were directed to develop a lesson idea applying the knowledge they learned from the tutorials. The lesson ideas were examined for evidence of the influence of the web-based instruction, participant understanding and misconceptions of concepts, and their ideas about teaching evolution. The results of this study revealed that the participating preservice teachers held a wide range of conception and misconception of evolution, were somewhat influenced by the tutorials, and had an array of visions for teaching evolution. The outcomes support the need for further investigation into the multifaceted nature of preparing preservice teachers to teach evolution.