High school 9th grade students’ understanding level of conceptions related to atmosphere and misconceptions

Akbaş, Yavuz; Uzunöz, Abdulkadir; Gençtürk, Ebru

doi:10.1016/j.sbspro.2010.12.387

Cited by 9 publications

(8 citation statements)

References 5 publications

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“…According to Akbas and Gencturk (2011), the most common misconception about of formation of air pressure is: "Gases in the atmosphere can form pressure if they suppress gravity", and the most common misconception about factors that affect atmospheric pressure is that "pressure increases when attitude increases" (exp. 4).…”

Section: Discussionmentioning

confidence: 99%

Achieving conceptual change among elementary students through a one-day experiential science workshop about gravity, a proposal from Mexico

Alaniz-Álvarez,

Nieto-Samaniego,

Del Pilar-Martínez

et al. 2024

Episodes

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Section: Discussionmentioning

confidence: 99%

Achieving conceptual change among elementary students through a one-day experiential science workshop about gravity, a proposal from Mexico

Alaniz-Álvarez,

Nieto-Samaniego,

Del Pilar-Martínez

et al. 2024

Episodes

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“…The Learning style analysis used to make study group data based on the test results of each student. The scoring method of quantitative data is arranged based on the level of students' conceptual understanding according to Akbaş et al, (2010) rubric which can be seen in Table 2. The scores of each group student were analyzed by descriptive statistics, Mann-Whitney U difference test, effect size, and N-gain to see the difference between the control and experimental classes.…”

Section: Figure 1 the Differences In Learning Processmentioning

confidence: 99%

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

Nur'aini

Liliawati²,

Novia³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to investigate the effect of the differentiated approach on high school students' conceptual understanding of the work and energy topic. The research method used is a quantitative method. Two classes of 10th graders in one of the Senior High Schools in the Tangerang districts were chosen to be research participants with cluster random sampling. Data collection was done with learning style questionnaire and conceptual understanding item with a reliability 0.73. The experimental class applied Inquiry-based Learning with differentiation, while the control class applied Inquiry-based Learning without differentiation. The results of the different tests of students' conceptual understanding after learning showed a significant difference in the understanding of students' concepts in the two classes. The effect size score showed a large effect of a differentiated approach on students' conceptual understanding. The analysis of the level of students' conceptual understanding for each subtopic showed the Law of Conservation of Mechanical Energy having the most students at irresponsiveness level, while the subtopics with the highest number of students at the understanding level was the work subtopic. The percentage of students who studied with a differentiated approach at the highest understanding level is more than students without a differentiated approach in all subtopics. Although the application of the differentiated approach had obstacles in online learning, the differentiated approach applied in Inquiry based Learning has a positive impact in facilitating the diversity of student learning styles.

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“…Miskonsepsi paling sering terjadi pada materi sains abstrak yang pemahamannya membutuhkan visualisasi dalam penjelasannya. Akbas & Gencturk, 2011 Rustaman, dkk (2011) menyatakan "hakikat sains adalah produk, proses dan penerapannya (teknologi), termasuk sikap dan nilai yang terdapat di dalamnya". Ilmu Pengetahuan alam (IPA) atau sains adalah bidang ilmu pengetahuan yang didalamnya terdiri dari fakta, konsep, prinsip, hukum dan teori yang dapat dicapai melalui proses pembelajaran.…”

Section: Pendahuluanunclassified

“…Miskonsepsi mahasiswa calon guru pada materi IPA disebabkan karena berbagai faktor terutama dari sisi materi atau konsepnya, materi IPA memeng memungkinkan memunculkan banyak miskonsepsi mengingat materi IPA bersifat abstrak sebagaimana Akbas & Gencturk, (2011) menjelaskan bahwa Miskonsepsi paling sering terjadi pada materi sains abstrak yang pemahamannya membutuhkan visualisasi dalam penjelasannya. Miskonsepsi terhadap konsep IPA banyak terjadi pada murid di berbagai negara mulai dari murid tingkat Sekolah Dasar (SD) sampai dengan mahasiswa jenjang Perguruan Tinggi.…”

Section: Metodeunclassified

Miskonsepsi Materi Ilmu Pengetahuan Alam Pada Mahasiswa Calon Guru Di Sekolah Dasar

Hera,

Rita Oktavia

2023

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Pelajaran IPA atau SAINS merupakan mata pelajaran yang sangat penting diberikan kepada anak didik karena melalui pembelajaran SAINS siswa mampu bersikap ilmiah dalam memecahkan masalah-masalah yang dihadapinya dengan merepkan pola pikir ilmiah. Namun demikian, miskonsepsi terkadang menjadi pemicu abstraknya ilmu pengetahuan alam yg dimiliki siswa karena beberapa penyimpangan konsep sains atau secara mendasar. Tujuan penelitian ini untuk mengetahui dan mendeskripsikan miskonsepsi pada calon guru sekolah dasar terhadap materi konsep dasar IPA. Adapun subjek yang digunakan adalah calon guru SD yaitu mahasiswa PGSD yang berjumlah 32 orang. Jumlah subjek yang dijadikan sebagai responden adalah 32 orang total keseluruhan dari jumlah mahasiswa calon guru Sekolah Dasar. Hasil penelitian yang diperoleh adalah sebagai berikut. (1) terjadi miskonsepsi dalam berbagai konsep Dasar IPA pada calon guru sekolah dasar, (2) konsep-konsep yang dominan mengalami miskonsepsi dengan persentase lebih dari 50% adalah (a) Pernafasan pada makhluk hidup, (b) benda langit dan tata surya, (c) fotosintesis dan respirasi. Sementara miskonsepsi juga terjadi pada beberapa konsep lainnya kurang dari 50% yaitu materi (a) Sistem pencernaan dan (b) Alat Indra, (c)perkembangan makhluk hidup, dan (d) keseimbangan lingkungan.

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High school 9th grade students’ understanding level of conceptions related to atmosphere and misconceptions

Cited by 9 publications

References 5 publications

Achieving conceptual change among elementary students through a one-day experiential science workshop about gravity, a proposal from Mexico

Achieving conceptual change among elementary students through a one-day experiential science workshop about gravity, a proposal from Mexico

Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Students’ Conceptual Understanding of Work and Energy Topic

Miskonsepsi Materi Ilmu Pengetahuan Alam Pada Mahasiswa Calon Guru Di Sekolah Dasar

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