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Developing a deeper understanding of scientific concepts is one of the primary goals of science education. To improve students’ conceptual understanding, it is necessary to explore the major characteristics of their learning process. Informed by previous work on conceptual understanding, this study focuses on the concept of evaporation, exploring the level division of students’ conceptual understanding of evaporation and the development of corresponding test questions. The level-based conceptual understanding assessment was tested on 721 seventh-grade Chinese students before and after the evaporation lesson. The results of quantitative and qualitative analyses indicated that the students’ conceptual understanding of evaporation could be divided into three progression levels. Students with a low level of understanding only mechanically remembered the definition of evaporation and could identify evaporation phenomena in their daily lives based on memorized examples. Students with an intermediate level of understanding grasped not only the definition of evaporation but also the factors affecting the evaporation rate. Students with a high level of understanding understood the microscopic nature of evaporation and could explain how these three factors affect the evaporation rate from a microscopic perspective. This study also provides further evidence of the value of grasping the nature of concepts in conceptual understanding. Published by the American Physical Society 2024
Developing a deeper understanding of scientific concepts is one of the primary goals of science education. To improve students’ conceptual understanding, it is necessary to explore the major characteristics of their learning process. Informed by previous work on conceptual understanding, this study focuses on the concept of evaporation, exploring the level division of students’ conceptual understanding of evaporation and the development of corresponding test questions. The level-based conceptual understanding assessment was tested on 721 seventh-grade Chinese students before and after the evaporation lesson. The results of quantitative and qualitative analyses indicated that the students’ conceptual understanding of evaporation could be divided into three progression levels. Students with a low level of understanding only mechanically remembered the definition of evaporation and could identify evaporation phenomena in their daily lives based on memorized examples. Students with an intermediate level of understanding grasped not only the definition of evaporation but also the factors affecting the evaporation rate. Students with a high level of understanding understood the microscopic nature of evaporation and could explain how these three factors affect the evaporation rate from a microscopic perspective. This study also provides further evidence of the value of grasping the nature of concepts in conceptual understanding. Published by the American Physical Society 2024
Gaya merupakan salah satu konsep dasar dalam fisika yang digunakan untuk menyelidiki gerak sebuah benda. Konsep gaya ini digunakan dalam berbagai materi fisika seperti gerak lurus, gerak melingkar, gerak parabola, gerak rotasi, momentum dan impuls, usaha dan energi, dan bahkan dalam listrik statis. Dengan demikin konsep gaya ini sangat penting untuk dikuasai sehingga diajarkan sejak sekolah dasar hingga perguruan tinggi. Penelitian ini bertujuan untuk menganalisis pemahaman mahasiswa tentang gaya. Jenis penelitian survey dilakukan untuk mengukur kompetensi representasi mahasiswa dengan tiga bentuk representasi yakni diagram gaya, persamaan matematis, dan deskripsi konsep. Sebanyak 92 orang mahasiswa menjawab tes kompetensi representasi gaya yang terdiri dari 30 butir pertanyaan. Pemberian skor untuk jawaban mahasiswa adalah 1 untuk jawaban benar dan 0 untuk jawaban salah kemudian dikonversi ke skor 100. Hasil analisa data menunjukkan bahwa skor rata-rata kompetensi representasi mahasiswa adalah 34,17 dengan kategori pemula. Sebesar 32% mahasiswa mendapat skor pada kategori menengah (intermediate) dan 68% mahasiswa masih berada pada kategori pemula (novice). Skor mahasiswa paling tinggi diperoleh pada situasi balok dalam keadaan diam baik dalam permukaan horijontal dan bidang miring. Sementara skor mahasiswa yang paling rendah adalah situasi balok bergerak dengan kecepatan konstan untuk kedua bidang permukaan. Kompetensi representasi mahasiswa mengubah ke persamaan menjadi yang paling rendah dibandingkan dengan deskripsi dan diagram gaya. Dengan demikian pengajar dapat mencari solusi alternatif dalam pengajaran konsep gaya dan menggunakan tes kompetensi representasi gaya untuk mengukur kekonsistenan konsepsi mahasiswa.
A central objective of science education is to foster a profound comprehension of fundamental scientific principles among students. Research has shown that a highly integrated knowledge structure is a key factor in achieving a deep understanding. This research has developed a friction force conceptual framework to model students’ different understandings of friction force from a knowledge integration perspective. Utilizing the established conceptual framework, this study devised and implemented an evaluation of friction force among a cohort of 598 grade-10 students in China. The assessment outcomes were then analyzed quantitatively and qualitatively. The results show that the conceptual framework model effectively represents the knowledge structures of students at different levels of knowledge integration, and the students’ understanding of friction force can be divided into three levels: novice, intermediate, and expert. Furthermore, emphasizing the passivity of friction force can help students gain a deeper understanding of the concept of friction force, thereby forming a more comprehensive knowledge structure. This study provides an effective strategy for students to progress from novices to experts. Keywords: conceptual understanding, knowledge integration, conceptual framework, friction force
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