Abstract:The aim of this study is to investigate the answers for if there is a change of physics teacher candidates' misconceptions on uniform circular motion in time and possible reasons of this change. In order to determine students' misconceptions, the three-tier "Uniform Circular Motion Misconception Test" (UCMMT) developed by Kizilcik & Gunes (2011) was used. UCMMT test includes seven questions diagnosing ten different misconceptions. The test was firstly administered to the first, second and third grade physics education students in 2009-2010 academic year. In this study, to investigate any possible changes in misconceptions, in 2011-2012, it was re-delivered to the same students who enrolled to their third, fourth and fifth year. Results showed that there is an increase in number(s) of misconceptions for students who passed to the third-year from the first. Similar results were observed for students passed to the fifth-year from the third. Furthermore, while there is an increase in numbers of two, a decrease in numbers of six misconceptions, there is no change in two ones. In addition, some misconceptions didn't appear after the time. What's more, there was no change for some misconceptions. Possible causes of changes in misconceptions were investigated by conducted interviews.
SummaryStudents' preconceptions which are also called pre-instruction beliefs are one of the major
The aim of this research was to conduct a review of studies using four-tier tests to detect misconceptions in physics education. Fifty-eight studies whose main purpose was to develop a four-tier misconception test and eleven studies whose purpose was to determine learners' misconceptions using a four-tier diagnostic test without test development process in physics education between 2010 and 2022 inclusive with respect to their publication type, the publication year, the number of authors, and number of pages and whether the test was modified or not. General test information such as the physics topic that it examined, the number of misconceptions which were targeted, misconception criteria, validity, and reliability techniques and the number of items were also collected. Indonesia is the country where most of the studies were carried out. Surprisingly, it is found that there is no common agreement about misconception criteria in the studies. Also, it is seen that some important information about test development stages was not specified in many studies.
This study aims to determine Turkish high school students’ misconceptions about the electric charge imbalance by using a four-tier misconception test, where the main questions are accompanied by a question about the reason for the answer, as well as student declarations about their degrees of certainty. A four-tier electric charge imbalance misconception test (4-tier ECIMT) was developed by Onder-Celikkanli (2019) in the context of her dissertation. It consists of 24 questions, each consisting of four tiers. It is limited to (a) electric interactions between charged bodies, (b) electric interactions between a charged body and a neutral body, and (c) electric interactions between two neutral bodies. It was administered to 402 tenth-grade Turkish high school students in Turkey. At the end of the study, some new misconceptions were introduced to the literature. One of the most important ones is ‘the magnitude of the electric force between the two objects is independent of the relative permittivity of the medium between them’.
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