Pre-service Elementary Teachers Understanding on Force and Motion

Anggoro, Subuh; Widodo, Ari; Suhandi, Andi

doi:10.1088/1742-6596/895/1/012151

Cited by 4 publications

(14 citation statements)

References 33 publications

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“…This indicates that most aspiring elementary teachers have confidence in misconceptions about the concept or misconception. Several studies (eg Anggoro, Widodo & Suhandi, 2017 Vicovaro, 2014;Allen, 2010: 120) supported the results of this study. According to Rohrer (2002) and Vicovaro (2014), the common misconception of the free fall object motion is namely mass-speed belief.…”

Section: Preconception Profilessupporting

confidence: 86%

“…Thus, for each action style carried out there is always a reaction force of the same magnitude but the direction is the opposite or the interaction style between two objects is always equal but the direction is opposite. But some previous studies (such as Allen, 2010;Anggoro, et al, 2017;Darling, 2012;Minstrell, 1982) show that some students have misconceptions, that in a stationary object there is no force at work.…”

Section: Scientific Concepts and Misonceptions About Force And Motionmentioning

confidence: 97%

“…According to the theory agreed upon by scientists, in the absence of other forces acting on objects that move on the earth, the motion of objects is only influenced by the force of gravity so that each object will fall almost simultaneously. But the results of previous studies (Allen, 2010;Anggoro, et al, 2017;Bani-Salameh, 2017;Bayraktar, 2009;Vicovaro, 2012Vicovaro, , 2014 show that most students have misconceptions, namely that when dropped simultaneously, heavier objects arrive at the base first than light objects.…”

Section: Introductionmentioning

confidence: 93%

“…But most students have a misconception that gravity is only possessed by the earth so that objects in space will hover (Bayraktar, 2009;Lemmer, 2017;Millham & Isabelle, 2013;Minstrell, 1982;Sadanand & Kess, 1990;Temiz & Yavuz, 2014). A study by Anggoro, Widodo and Suhandi (2017) showed that most pre-service elementary school teachers had a misconception of the concept of force and motion such as (1) the speed of a falling object is affected by the weight of the object; (2) there is no earth gravity in the outer space; (3) all objects heavier than water will drown in water; and (4) there is no working force against a stationary object.…”

Section: Scientific Concepts and Misonceptions About Force And Motionmentioning

confidence: 99%

“…The misconception about science is often experienced by students at all levels of education (Anggoro, Widodo & Suhandi, 2017;Beck-Winchatz & Parra, 2013;Hamid, et al, 2017;Hermita et al, 2018;Kang et al, 2004;Lederman, 1992;Lederman et al, 2002;Lederman & O'Malley, 1990;Seung et al 2009). One of the reasons is that the majority of teachers in both primary and secondary school seldom or even do not deliver a correct understanding of science in the learning process.…”

Section: Scientific Concepts and Misonceptions About Force And Motionmentioning

confidence: 99%

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Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion

Anggoro

Widodo

Suhandi

et al. 2019

EURASIA J MATH SCI T

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Both students and teachers have misconceptions about Force and Motion, often caused by teachers not being well-prepared to teach the accepted scientific theory. Besides, teachers rarely or never use a cognitive conflict strategy in their teaching. The present study is aimed at investigating the use of a discrepant event to facilitate preservice elementary teachers' conceptual change on Force and Motion concepts. The main objectives were to (1) investigate conceptual changes in Force and Motion concepts and (2) track students' conceptual change and their learning progression of these concepts. The research method used an intervention with a mixed method design. Second-semester students (N=120) participated in this study. The research instrument consisted of background information of respondents and their belief of conceptions about Force and Motion. The preliminary study using Direct Instruction and discussion methods. Once students' conceptual change profiles were known, remedial teaching was conducted through Reflective Conceptual Change Modelassisted Visual Multimedia. The research findings have shown that a discrepant event could help participants engage in conceptual change and have better explanations than before. The profile of their conceptual change and pattern of learning progression are discussed.

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Section: Preconception Profilessupporting

confidence: 86%

Section: Scientific Concepts and Misonceptions About Force And Motionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 93%

Section: Scientific Concepts and Misonceptions About Force And Motionmentioning

confidence: 99%

Section: Scientific Concepts and Misonceptions About Force And Motionmentioning

confidence: 99%

See 3 more Smart Citations

Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion

Anggoro

Widodo

Suhandi

et al. 2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

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Identification of misconceptions causes of misconceptions of prospective physics teacher candidate using a three-tier diagnostic test with CRI on kinematics of motion static fluids

Mellu¹,

Langtang²,

Olbata³

et al. 2022

Proceeding of the 1st International Conference on Standardization and Metrology (Iconstam) 2021

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Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers

Lewis

Edmonds

Fogg‐Rogers

2021

International Journal of Science Education

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Teacher performance has been linked with both self-efficacy and subject knowledge confidence suggesting that it is important to address these aspects within initial teacher training programmes. This study investigated the development of pre-service teacher's science and engineering subject knowledge confidence and teaching self-efficacy following participation in a paired-peer, multidisciplinary STEM project and assesses which aspects of the work may have resulted in any changes observed. A group of 10 pre-service teachers were paired with undergraduate engineering students to develop science through engineering challenges and to enact these with children. Multimethod pre and post evaluation assessed the impact of participation on the subject knowledge confidence and teaching self-efficacy levels of the pre-service teachers, alongside qualitatively exploring possible reasons for any changes. Results indicated that significant increases in both subject knowledge confidence and teaching self-efficacy had occurred. In exploring which aspects of the work may have contributed to these changes, data suggested that the paired-peer aspect of the project may have been beneficial. Immersing pre-service teachers in similar collaborative projects early in their career may provide opportunities to shape positive dispositions towards STEM subjects for pre-service teachers and so evaluations of how this can be built into teacher training programmes are required.

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Pre-service Elementary Teachers Understanding on Force and Motion

Cited by 4 publications

References 33 publications

Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion

Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion

Identification of misconceptions causes of misconceptions of prospective physics teacher candidate using a three-tier diagnostic test with CRI on kinematics of motion static fluids

Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers

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