Misconceptions In Physics Research Articles

Analysis of college students misconceptions in astronomy using four-tier test

This study aims to find out the misconceptions experienced by college students in Astronomy material using four-tier Diagnostic test through the google form. The population of this study were all 5th semester students of the Sriwijaya University Physics Education Study Program. This research is a quantitative descriptive research. Descriptive research here is intended to identify the physics misconceptions experienced by college students in material Astronomy using four-tier diagnostic test. Quantitative research is intended to obtain data from research samples analyzed according to the statistical methods used. This research produces a description of the phenomenon of Astronomical misconceptions that occur. The instrument used is a multiple choice four-tier diagnostic test consisting of 10 questions. Based on the results of research and data analysis showed that overall percentage, college students experienced misconceptions of 57.34%, so that college students’ misconceptions were categorized as moderate level misconceptions.

Physics Teacher's Misconceptions About Direct Current Material

The teacher's conception is one of the misconceptions that students encounter, so it is critical to uncover the status of the teacher's conception in order to improve the students' conception. The purpose of this study is to identify physic’s teachers misconceptions about direct current material. There were 16 Physics Teachers in one of the districts in East Java, including 7 (seven) teachers from the Public High School (Negeri) and 9 (nine) teachers from private schools (Swasta). This research is a quantitative descriptive analysis research. A three-tier diagnostic test was used to analyze the data, which revealed that the average percentage of misconceptions faced by teachers was 58% in a medium category. The results also showed that physics teachers had the highest rate of misconceptions in the Potential Difference sub-concepts (94%), while the Series Circuit concept had the lowest proportion of misconceptions (25,50%). misconceptions experienced by physics teachers must be addressed immediately, because it will have an impact on students' conceptions. The results of this study are very important for policy makers, especially the Education Office to find solutions in breaking the chain of physics misconceptions

Peningkatan HOTs dan Reduksi Miskonsepsi Pembelajaran Fisika dengan Mengkomparasi Inquiry Learning dan Problem Solving: Studi Meta-Analisis

The role of teachers in the learning process has a very important role to play in producing the learning process. However, the reality in the field of teachers has not been able to provide the existing experience in the learning process so it can cause them to engage in HOTs and there are still misconceptions, especially physics subjects where students are just the theory. To learn about research by comparing Inquiry Learning with Problem Solving in order to increase HOTs and reduce physics misconceptions. This study reported 21 articles that included 10 Inquiry Studies and 11 Problem Solving. The result of this research is that Fhitung> Ftabel is 4,355> 3.55, and a probability value of 0.029 <0.05 which means a comparison of Learning about Problem Solving that can result in HOTs and misconceptions.

Identifikasi Miskonsepsi pada Kinematika Gerak Lurus

Physics has a conditional character, namely the ability to understand concepts in achieving success in learning physics. A new concept requires a good understanding of the previous concept. If there is a misunderstanding of the concept or misconception in one of the materials. Misconception is a mistake in understanding the concept of learning material which can cause a mismatch between the concepts that are owned by the person with scientific concepts or concepts that are owned by scientists. Many studies have revealed that the concept of motion is a common misconception that occurs, both by students and teachers. Misconceptions in learning physics often occur so that they become obstacles for students in understanding and connecting the concepts to be studied, causing errors, difficulties in learning physics. In straight motion kinematics, students' misconceptions occur, one of which is in the material of regular straight motion (GLB) and regular changing straight motion (GLBB). In the regular straight motion (GLB) material students experience misconceptions when explaining the definition of position, explaining distance and displacement, explaining speed and velocity, and explaining acceleration. In the material of straight-changing regular motion (GLBB) students experience misconceptions when understanding GLBB is accelerated and slowed down, understand free fall motion, and understand upward vertical motion.

أثر تعلم المفاهيم العلمية الخطأ بكتاب فيزياء الصف الأول بالمرحلة الثانوية في السودان على التعلم اللاحق للطلاب

The scientific paper aimed to identify the Physics misconceptions in the first year book of the secondary school stage, and the extent of their effective to the students’ subsequent learning.The descriptive and the experimental methods were followed, that, with the book content analysis, and an application of pre and post tests, to discover the misconceptions effect to the subsequent learning. The sample were the fourth year Physics students, at the Faculty of Education – Khartoum university, which contains 24 students, chosen with an intention method. A pre test was conducted, then the corrigenda were done, and a post test was conducted. The statistical analysis program (SPSS) was used to analyze the data. The scientific paper comes out to the following results:There are scientific misconceptions in the first year Physics book at the secondary instruction stage.The use of different methods of teaching, help in the correction of the Physics misconceptions, which students acquired.Students learning to the misconceptions, affect their subsequent learning.The percentage of misconceptions frequency to some Physics conceptions varied to the students with a large degree.The paper recommended that: the revision of Physics teacher rehabilitation and training system, and to follow the scientific methods in how toauthoring the Physics books at the secondary school stage, and specialists should participate in preparing the scientific syllabuses.

Teams’ games tournaments with cognitive conflict instruction (CCI) model to unveil students’ misconceptions

The purpose of this research is to see what physics misconceptions students have regarding heat material. This study employs a three-tier diagnostic exam designed to identify students' physics misunderstandings. 150 grade VII students from five Lamongan district state junior high schools were included in the study. Creating a closed-ended the students' responses to the cognitive conflict instruction are used to create a three-tier instrument (CCI). The findings of the research revealed that the CCI is a viable and reliable tool for detecting misunderstandings. The findings of the detection of misconceptions in participants revealed that 45 % of pupils met the mastery criteria, 35 % met the misconception criteria, and 10% met the guessing requirement.
 Keywords: Misconception, heat material, three-tier test

Setting empirically informed content knowledge policy benchmarks for physical science teaching

AbstractIn the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline‐specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state‐level science teacher certification policies. Participants had either: (a) completed a master's level teacher preparation program with an undergraduate degree in science, (b) completed an undergraduate teacher preparation program with a minor degree or more in science, or (c) were undergraduate students enrolled in science courses required for chemistry and physics teacher certification. We analyzed participants' transcripts for discipline‐specific science coursework credit hours and GPAs and identified possible predictors of SMK predictors of the likelihood of passing chemistry and physics misconceptions tests. We categorized teachers' level of SMK and used multiple variable and logistic regressions (n = 212 participants; n = 109 chemistry and n = 103 physics). To identify teacher candidates' possible misconceptions, we analyzed chemistry (n = 97) and physics (n = 91) participants' item responses with the corresponding science credit hours and GPAs. With increasing numbers of credit hours teachers held fewer misconceptions. However, even with medium to high SMK levels, teachers still held misconceptions about chemical bonding, electromagnetism, and Newton's laws until they reached critical credit hour and GPA thresholds. Lastly, we provide recommendations for physical science teachers' programs of study and state‐level teaching certification policies, using empirical minimum quantity and quality of chemistry, physics, and mathematics coursework.

An analysis of students’ physics misconceptions in online learning using the four-tier diagnostic test with certainty of response index (CRI)

This study was aimed to determine the level of students’ physics misconceptions in online learning using a four-tier diagnostic test with Certainty of Response Index (CRI). The Certainty of Response Index (CRI) is a method used to measure students’ misconceptions about the material taught by teachers. This research was conducted on 27 students of class X TJTL of SMK BLK Bandar Lampung City. The students worked on a four-tier diagnostic test on fluid material which consisted of 20 items. Based on the results of the research, 11 students knew the concept with an average score of 40.74% in the moderate category, 8 students who did not know the concept with an average score of 29.62% in the low category, and 8 students with misconceptions with an average score of 29.62% in the low category.

Reconstruction High School Student's Conception about Parallel Electrical Circuit Concept Using Virtual Conceptual Change Laboratory (VCCLab)

In this research, the study of the effectiveness of virtual conceptual change laboratory (VCCLab) on reconstruction high school students' conception about parallel electrical circuit concept has been done. Misconception about parallel electrical circuit concept which was addressed in this study is the addition of identical branches to a parallel circuit will change the amount of electric current flowing in each existing branch circuit because the potential difference and resistance value in these parallel branches do not change. The VCCLab used in this research was the five-stage of lab activities oriented towards conceptual change developed by researchers. To support VCCLab 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 36 high school students consisting of 18 female students and 18 male students chosen by purposive sampling. Data were collected by conceptual test in the four-tier test format concerning parallel electrical circuit 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 83,3%, while the number of female students, whose misconceptions 88,9%. These results indicate that: first, the use of VCCLab has a high effectiveness in remediating high school students' misconceptions about the concept of parallel electrical circuit; second, there is no gender bias from the use of VCCLab in the process of remediating physics misconceptions.

Identifying physics misconceptions at the circus: The case of circular motion

Interview discussions following circus acts can provide not only a diagnostic instrument but also an opportunity for delivering advanced scientific ideas to the general public via dialogic teaching.

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

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.

ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model with the pictorial riddle method: is it effective in reducing physics misconceptions?

Misconception is one of the problems that often happen in learning physics. The solution that can be offered in overcoming or reducing misconceptions is by improving the physics learning process. This study aims to determine the effectiveness of the ECIRR learning model with the pictorial riddle method for the misconceptions of grade VIII students in one of the junior high schools in Central Lampung District. The research method used is a quasi-experiment with nonequivalent control group design. The independent sample t-test showed that the decrease of the misconceptions in the experimental class was greater than that in the control class. Furthermore, the effect size value of 0.63 is obtained. It means, the ECIRR learning model with pictorial riddle method is effective in reducing misconceptions with medium categories.

Do We Experience Misconceptions?: An Ontological Review of Misconceptions in Science

A misconception is a misunderstanding in connecting a concept with other concepts, between new concepts and old concepts that are already in the minds of students, so that the wrong concepts are formed. Students' conceptions are different or contrary to the conceptions of the scientists. There are five kinds of misconceptions, namely: (a) preconceived notions; (b) non-scientific beliefs; (c) conceptual misunderstandings; (d) misconceptions of local languages (vernacular misconceptions); and (e) factual misconceptions. The causes of misconceptions are four parts: students, teachers, teaching materials or literature, context and teaching methods. It is expected that by knowing the types and causes of students' misconceptions in understanding science, it will be easier for teachers to find solutions in teaching science concepts. Examples of data related to misconceptions in physics are illustrated to reinforce explanations.

How interpersonal and generic science skills influence students’ alternative conceptions in learning physics?

The study reports on the cause of misconceptions in physics have not been done in a major area. The source of misconceptions are students, teachers and learning resources. Thus misconceptions are often caused by preconception, reasoning, intuition and associative thinking. This study aimed to find other factors affecting misconceptions that lead to students’ alternative conceptions in learning physics, especially in kinetic theory of gases. The identification of factors affecting that influence students’ misconception was conducted by using a set of responses in the questionnaires and administrated to 16 teachers and 66 students from six senior high schools in Surakarta. Interview to six teachers and twelve students as representatives was also held to support the data from questionnaire result. Misconceptions score were collected from the kinetic theory of gases test to explore students’ alternative conceptions in learning physics. Two genuine factors affecting the cause of misconceptions were identified namely interpersonal skills and generic science skills.

Addressing Some Physical Misconceptions in Electrostatics of Freshman Engineering Students

While the electrostatics is important topic consisting one among the four pillars of electromagnetic theory, as being represented by Gauss’s law, students persist encountering difficulties in its understanding. Even though the trend looks universal, we triggered an investigation to search for the main reasons behind the students’ misconceptions of electric field and flux aiming to analyze their origins and to search for intervention pathways to make corrections and, thus, to enhance the students learning of these physical concepts. The subject of our statistical sample is a group of 211 freshman engineering students taking the course of “Physics and Engineering Applications II”. Tests were designed for the diagnosis of the origins of students’ struggles in an attempt to find plausible interventional solutions to reduce the effects. Indeed, the statistics of results shows evidence of deviation of students in figuring out the correct answers and characterizes the depths of the misconceptions and shortcomings. Under the light of our discussions, alternative interventions are suggested to reduce the size of difficulties in learning and to pave the way for better understanding of the physical concepts and achieving better results.

Addressing Some Physical Misconceptions in Electrostatics of Freshman Engineering Students

While the electrostatics is important topic consisting one among the four pillars of electromagnetic theory, as being represented by Gauss’s law, students persist encountering difficulties in its understanding. Even though the trend looks universal, we triggered an investigation to search for the main reasons behind the students’ misconceptions of electric field and flux aiming to analyze their origins and to search for intervention pathways to make corrections and, thus, to enhance the students learning of these physical concepts. The subject of our statistical sample is a group of 211 freshman engineering students taking the course of “Physics and Engineering Applications II”. Tests were designed for the diagnosis of the origins of students’ struggles in an attempt to find plausible interventional solutions to reduce the effects. Indeed, the statistics of results shows evidence of deviation of students in figuring out the correct answers and characterizes the depths of the misconceptions and shortcomings. Under the light of our discussions, alternative interventions are suggested to reduce the size of difficulties in learning and to pave the way for better understanding of the physical concepts and achieving better results.

THE APPLICATION OF GENERATIVE LEARNING MODEL BASED ON REMEDIAL INTEGRATION IN REDUCING STUDENT MISCONCEPTIONS

This study was aimed to examine the effect of a remedial-integrated activity on dynamic fluids materials using generative learning to reduce student misconception in Senior High Schools (SMA). Pre-experimental method with the design of pretest-posttest control group was used in this study. This study was held in SMAN 7 Pontianak, West Kalimantan, involving the total number of 36 students from which were selected randomly at XI MIPA Class (Eleventh grade of Natural Science Class) using the random sampling with intact group technique. The instrument of this study used was the total question of a diagnostic test with 18 multiple-choice questionnaires. Then, the collected data was analysed using a descriptive statistic and t-test. The result of this study revealed that the remedial integration on Physics misconceptions positively decreased the levels of student misconceptions in Senior High Schools against dynamic fluids materials.

Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics

The development of digital story conceptual change-oriented (DSCC) has been implemented to reduce the number of students' misconceptions. In this study, DSCC is reviewed based on the story aspect. This experimental design study used a one-group pretest-posttest design. The sampling in this study was taken by a purposive technique involving 114 students from two districts. The diagnostic instrument used was four tier-test and rubrics for assessing the story aspect of DSCC. In determining the decrease of the students' misconceptions, the researchers use the DQM formula. The analysis of DSCC’s assessment result was done using a holistic method. The result of the study shows that there was a decrease in the number of students' misconceptions within the high category. The highest number of the student who decreases after the implementation of DSCC was 100% and that statement of misconception was: "every motionless object has no energy". On the other side, the result of the story aspect assessment shows that there was 20% of students gave negative comments for DSCC’s sequence/chronology events and 10% of the state that the location/ plotting of places was inappropriate(out of character). It is recommended for further research to consider the learning model to optimize the minimalization of the number of students' misconceptions.

Student centered teaching activities in secondary schools and misconceptions evolution: basic mechanics

Based on constructivism and cognitivism we believe that learning physics in schools can be faced as a process of reshaping students’ mental models about Nature’s behavior. These can correlate with existing physics misconceptions. Aware of the negative consequences of basic cognitive misunderstandings and believing that their correction, implying active and motivated students, should start from first contacts with physics knowledge in lower secondary schools, we asked three schoolteachers to participate on a pilot study with 7th, 8th and 9th graders. This study is specifically designed to promote and coach teachers’ attitudinal changes towards stronger student centered teaching behaviors. We report results obtained during academic year 2017/2018, some qualitative (from teachers diaries and recorded interviews) and a quantitative quasi-experimental study (with pre- and post-tests and control groups) with 9th graders, searching for misconceptions evolution on basic mechanics. The results obtained with 15 out of the 30 questions of the Force Concept Inventory indicate a fairly high average normalized gain for the experimental group. However, this average gain was not uniformly distributed along every FCI question, evidencing some difficulties with Newton’s 3rd law understanding. A recommended approach for its teaching in 2018/2019 produced evidence of deep learning of every tested mechanics concept.

Proses Pemodelan Saintifik pada Miskonsepsi Mekanika Kuantum

The process of misconceptions about the concepts of quantum physics in students needs to be comprehensively analyzed. This is because most of the revision process of student misconception is done directly by simply replacing the wrong explanation with the correct explanation. While to understand the theory and hypothesis of quantum physics phenomena requires abstract physics model and formal mathematical language. Modeling done by the mind sometimes does not require image image in the brain. As between the wave function and the particle position associated with the mathematical model. The misconceptions in quantum physics occur because of the wrong scientific conceptual modeling process. The scientific conceptual model is divided into four dimensions: domain, composition, structure and organization. Analysis of the misconception process modeling using these dimensions will be done on the phenomenon of quantum physics. The misunderstanding of the definition of the wave function concept Ѱ (x) occurs due to the incorrect dimensions of the model's interactive structure. While the misconception of the concept of quantity of energy and the relationship of wave function with probability, occurs in the dimension of the behavioral structure of the model. In the concept of position measurement and momentum of quantum systems, errors occur in both structures.