A Learning Process Based on Conceptual Change Approach to Foster Conceptual Change in Newtonian Mechanics

Abstract

The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students’ conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners’ Newtonian mechanics conceptual understanding. Key words: conceptual change approach, conceptual change texts, predict-observe-explain-apply, Newtonian mechanics.

Effect of reciprocal teaching strategy on physics student’s academic self-concept

“…This study bears a striking resemblance to previous studies [26]. This is also in line with the findings of previous researches [19], [21] which suggested reciprocal teaching for whole-class understanding, who used RT to help students with whole-class comprehension and verbal issues. In line with Palincsar and Brown [6], teachers and peers' roles were transferred continuously from one another, allowing the prophet, the questioner, and the narrator to build a productive environment, which showed results.…”

“…Physics students can use this strategy to understand other topics in physics, especially the concept of mechanics [18]. Furthermore, the issue of force and motion has allowed for deeper exploration of our understanding of a wide range of physical concepts [19].…”

How is students’ mental model in the post-pandemic era? Work and Energy Concept Analysis using the Wright Map

“…Based on the results obtained, physics learning can be carried out both offline, online, or blended, so that it can be designed to support conceptual change so as to support the formation of mental models. As with previous research, presenting active, factual learning and activities that can compare prior knowledge with scientific conceptions can support the formation of a more optimal mental model (Hermita, 2017;Jiang et al, 2018;Syuhendri, 2017;Graaf, 2020).…”

The Effect of Conceptual Change Models on Students' Conceptual Understanding in Learning Physics

“…So that the effect of the conceptual change learning model is higher than the direct learning model in achieving conceptual under-standing and character of students in studying physics. Whereas research conducted by Syuhendri (2017) shows that traditional learning fails to improve students' conceptual understanding because the instructor has not turned his attention to the importance of his approach so that it does not attempt to investigate students' preconceptions, this study provides strong beneficial result that traditional classes do not get N-gain after instruction, this reinforces that to change learners' conceptions can only be done by applying conceptual change learning. Based on some of these studies, misconceptions need to be resolved in order to improve students' conceptual understanding of physics, one of which is by applying the CCM.…”