Revealing Student’s Multiple-Misconception on Electric Circuits

Widodo, Wahono; Rosdiana, Laily; Fauziah, A M; Suryanti, Suryanti

doi:10.1088/1742-6596/1108/1/012088

Cited by 6 publications

(8 citation statements)

References 4 publications

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“…They also assumed that the more resistors added in parallel, the greater the total resistance, whereas when the resistors were connected in parallel, the potential difference across the resistors was the same. It is in line with a study conducted by Widodo et al (2018) that from 30 science teachers, only 17% of teachers have correct concepts about the parallel circuits, while the rest of it experiences misconceptions.…”

Section: Misconception Description Of Physics Teachers On Direct Curr...supporting

confidence: 89%

Physics Teacher's Misconceptions About Direct Current Material

Adhim¹,

Jatmiko²,

Prastowo³

2021

IJORER Int. J. Recent Educ. Res.

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The teacher's conception is one of the misconceptions that students encounter, so it is critical to uncover the status of the teacher's conception in order to improve the students' conception. The purpose of this study is to identify physic’s teachers misconceptions about direct current material. There were 16 Physics Teachers in one of the districts in East Java, including 7 (seven) teachers from the Public High School (Negeri) and 9 (nine) teachers from private schools (Swasta). This research is a quantitative descriptive analysis research. A three-tier diagnostic test was used to analyze the data, which revealed that the average percentage of misconceptions faced by teachers was 58% in a medium category. The results also showed that physics teachers had the highest rate of misconceptions in the Potential Difference sub-concepts (94%), while the Series Circuit concept had the lowest proportion of misconceptions (25,50%). misconceptions experienced by physics teachers must be addressed immediately, because it will have an impact on students' conceptions. The results of this study are very important for policy makers, especially the Education Office to find solutions in breaking the chain of physics misconceptions

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Section: Misconception Description Of Physics Teachers On Direct Curr...supporting

confidence: 89%

Physics Teacher's Misconceptions About Direct Current Material

Adhim¹,

Jatmiko²,

Prastowo³

2021

IJORER Int. J. Recent Educ. Res.

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“…After conducting a review of relevant literature, it was discovered that numerous studies have explored and documented the knowledge, perceptions, and alternative ideas of both students and teachers concerning various Physics concepts such as force and motion (Christonasis & Kotsis, 2022;Liu & Fang, 2016;Lopez, 2003;Rowlands et al, 2005;Stylos et al, 2008;Temiz & Yavuz, 2014), gravity (Gonen, 2008;Kikas, 2004;Sneider & Ohadi, 1998), energy (Lee, 2016;Kotsis & Panagou, 2023;Stylos & Kotsis, 2021;Stylos et al, 2017;Yeh et al, 2017), electricity (Metioui, 2022;Moodley & Gaigher, 2019;Widodo et al, 2018), and environment (Gontas et al, 2020(Gontas et al, , 2021Goulgouti et al, 2019;Gavrilakis et al, 2017;Papanikolaou et al, 2020Papanikolaou et al, , 2021. In contrast to engineering, which deals with tangible and concrete objects (Yalvac et al, 2007), electromagnetic fields, waves, and radiation are abstract and intangible concepts (Griffiths, 2017) that are challenging to comprehend through direct observation or sensory experiences (Papoulis, 1977).…”

Section: Didactics Of Physicsmentioning

confidence: 99%

Assessing elementary understanding of electromagnetic radiation and its implementation in wireless technologies among pre-service teachers

Gavrilas

Kotsis

2023

International Journal of Professional Development, Learners and Learning

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The research on the knowledge and perceptions of electromagnetic radiation among teachers who will teach these topics in primary and secondary education is relatively limited. According to existing literature, electromagnetic radiation is a challenging and complex concept for students to comprehend. Despite the widespread use of radiation-emitting devices like cell phones and wireless networks, the misuse of the term “radiation” has resulted in various misconceptions. This study aimed to examine the elementary understanding of electromagnetic radiation and its application in wireless technologies among prospective primary and secondary education teachers from different specialties. 427 pre-service teachers participated in the survey, and the data was gathered through a closed questionnaire. The study’s overall conclusion was that teachers’ knowledge regarding electromagnetic radiation was insufficient. The curricula of their departments, their interests in high school courses, and their gender significantly affect their understanding of electromagnetic radiation and its application to wireless technologies.

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“…Participant ST5 gave the following statement during one of the lessons on Electric Circuits: "Cells and batteries are constant current sources and current is consumed or used up by circuit components." Literature is replete with examples of the prevalence of this common misconception about batteries and current flow in electric circuits [21], [22], [23], [24], [25], [26], [27].…”

Section: Results and Analysismentioning

confidence: 99%

Unearthing student teachers’ Physics misconceptions during Work-Integrated Learning

Mutsvangwa

2024

J. Phys.: Conf. Ser.

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This study explored student teachers’ Physics misconceptions during Work-Integrated Learning in high schools in South Africa. The sample in this work comprised eight final-year student teachers pursuing a Bachelor of Education degree and seven Postgraduate Certificate in Education students. An unstructured observation method was utilised to collect data during the lessons that were conducted by the participants. It was observed that a significant number of the participants had some misconceptions about constructs in Physics. Most of the misconceptions were confirmed in Mechanics and Electricity and Magnetism. Some of participants claimed that the misconceptions emanated from prescribed textbooks and equally from their previous studies. A number of suggestions were made to rectify specific misconceptions in the discipline of Physics amongst the student teachers.

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Revealing Student’s Multiple-Misconception on Electric Circuits

Cited by 6 publications

References 4 publications

Physics Teacher's Misconceptions About Direct Current Material

Physics Teacher's Misconceptions About Direct Current Material

Assessing elementary understanding of electromagnetic radiation and its implementation in wireless technologies among pre-service teachers

Unearthing student teachers’ Physics misconceptions during Work-Integrated Learning

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