Reconstructing Students Misconceptions on Work and Energy through the PDEODE E Tasks with Think-Pair-Share

Abstract

This study aimed to expand PDEODE*E Tasks with the Think-Pair-Share model for reconstructing students' misconceptions on work and energy. The PDEODE*E Tasks with Think-Pair-Share model implemented for students who had not taught the concept of work and energy. The participants include 36 students of tenth grade (22 girls and 14 boys, whose ages ranged from 15 to 16 years) at a senior high school in Bandung, Indonesia. Students' misconceptions evaluated by administering an Energy and Momentum Conceptual Survey (EMCS) comprised of 18 items in the form of four-tier, as pre-and post-test. Furthermore, students' thoughts also elicited using worksheets of seven PDEODE*E tasks. A qualitative approach is used to analyze the test and worksheets. The data analysis had mostly focused on work and energy concepts such as work, energy, and conservation of energy. The findings suggested that PDEODE*E Tasks with Think-Pair-Share model improved students' conceptual understanding and reduced most of their misconceptions despite a little misconception motionless occurred. Teachers can use PDEODE*E tasks with the Think-Pair-Share model to reconstruct students' misconceptions.

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

“…The low understanding of the subtopic of the Law of Conservation of Mechanical Energy has also been studied before. The results of research by Maison et al (2020) and Samsudin et al (2021) state that a low understanding of the Law of Conservation of Mechanical Energy reaches more than 40% of the total number of students. This number is in the second order of subtopic with the most misconceptions experienced by students.…”

“…Students' misconceptions about several sub-topic of work and energy are also still high. The results of Maison et al (2020) and Samsudin et al (2021) researches explain that the sub-topic with high misconceptions is the Law of Conservation of Mechanical Energy and the work-energy theorem. Students' difficulties on this topic include: (1) applying the concept of work-energy to physics cases; (2) understanding work as a product of force and displacement; (3) understanding of work relationship with mechanical energy; (4) understanding the concept of potential energy on spring; and (5) applying the theory of work-energy (Muchoyimah et al, 2016;Pramesti et al, 2020;Rivaldo et al, 2020).…”

Development of ADiagnostic Assessment Test to Evaluate Science Misconceptions in Terms of School Grades: A Rasch Measurement Approach

“…The vernacular misconception is a misconception that occurs due to the use of words that appear in everyday life but have different scientific meanings. For example, students have difficulty in understanding the concept of mass and weight because they think that mass is equal to weight (Keeley, 2012;Samsudin et al, 2021). This study is focused on investigating conceptual misconceptions in science subjects.…”

The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions

“…Several researchers are concerned about the problem of misconception. They investigate and develop the types of instruments for diagnosing the misconceptions (Anam et al, 2019;Dirman et al, 2022;Gurel et al, 2015;Habiddin & Page, 2019;Schleigh et al, 2015), identify the learning materials leading to misconceptions (Alwan, 2011;Kartal et al, 2011;Taşar, 2010) and find the proper learning strategies or methods for remediating the misconceptions (Baser, 2006;Foster, 2012;Halim et al, 2014;Samsudin et al, 2021;Saputri & Sarwanto, 2011;Taufiq, 2012;Taufiq & Hindarto, 2011).…”