Development of 8 students’ scientific concept in cause of moon phase by using metacognitive strategy

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

“…To cope with the limitations of multiple-choice tests, a multiple-tiers test was developed in various recent studies. Energy and momentums (Dalaklioğlu & Sekercioğlu, 2015) Fluid static (Kusairi et al, 2017) Impulse and momentums (Soeharto, 2016;Samsudin et al, 2015) Temperature and heat (Madu & Orji, 2015;Asri et al, 2017) Sport physics (Kartiko, 2018) Energy and force (Nwafor et al, 2015) Newtons' Law (Ergin, 2016) Electric circuits (Sadler & Sonnert, 2016) Gases (Çetin et al, 2009) Physical concept (Wind & Gale,2015) Heat transfer (Wibowo et al, 2016) Thermal physics (Malik et al, 2019) Moon phase (Saenpuk & Ruangsuwan, 2019) Energy material (Wijayanti et al, 2018) Light (Wartono & Putirulan, 2018) Heat concept (Haryono, 2018) Solid matter and pressure liquid substances (Handhika et al, 2018) Sound (Eshach et al, 2018) Hydrostatic pressure and Archimedes law (Berek et al, 2016) Chemistry Municipal chemistry (Milenković et al, 2016b) Chemical bonding (Vrabec & Proksǎ, 2016;Enawaty & Sartika, 2015) Enzyme Interacts (Linenberger & Bretz, 2015) Chemical bonding and spontaneity (Ikenna, 2015) Electrochemistry (Önder, 2017) Acid-base (Sadhu et al, 2017;Sadhu, 2019) Acid-base and solubility equilibrium. (Masykuri & Rahardjo, 2018) Biology Photosynthesis (Orbanić et al, 2016) Evolution of biology (Putri et al, 2017;Helmi et al, 2019) Natural science (Subayani, 2016;Murti & Aminah, 2019) Global warming (Fajarini et al, 2018) Ecology…”

Insights from coherence in students’ scientific reasoning skills

“…Misconceptions result in learning barriers to students learning science. One of the ways to identify misconceptions is through diagnostic assessments such as interviews [ 53 ], open-ended questions [ 54 ], multiple-choice tests [ 55 ], and multiple-tiered multiple-choice tests [ 56 ]. These authors found that the primary cause of misconceptions in science is content abstractness and complexity, which may be exaggerated by life experiences, textbook presentation of content, teacher quality and training, and differences in language used at home and school [ 57 ].…”