The Alternative Conceptions Held by High School Students in Mechanics

Mchunu, Stephan Paraffin; Imenda, Sitwala Namwinji

doi:10.18848/1836-6236/cgp/v04i01/51358

Cited by 8 publications

(3 citation statements)

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“…Traditional teaching approach in basic science, including in physics, course does not successful increase students' conceptual understanding in the most basic concept (Pundak & Rozner, 2008). The misconceptions are not only highly resistant to change (Clement, 1982) but also could sometime be an obstacle in learning (Mchunu & Imelda 2013). Therefore, it needs special teaching approach to promote conceptual change and to dispel misconceptions.…”

Section: Introductionmentioning

confidence: 99%

A Learning Process Based on Conceptual Change Approach to Foster Conceptual Change in Newtonian Mechanics

Syuhendri

2017

JBSE

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The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students’ conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners’ Newtonian mechanics conceptual understanding. Key words: conceptual change approach, conceptual change texts, predict-observe-explain-apply, Newtonian mechanics.

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Section: Introductionmentioning

confidence: 99%

A Learning Process Based on Conceptual Change Approach to Foster Conceptual Change in Newtonian Mechanics

Syuhendri

2017

JBSE

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“…Mahasiswa punya konsepsi kecepatan planet bergerak mengitari Matahari selalu sama setiap saat, Bulan tidak berotasi karena bagian Bulan yang kelihatan dari Bumi selalu bagian yang sama, Bulan diam atau tidak bergerak seperti Matahari, benda langit yang besar akan memberikan gaya tarik lebih besar, dan hanya Matahari yang menarik planet sedangkan planet tidak menarik Matahari. Miskonsepsi ini jadi penghalang dalam belajar (Salirawati & Wiyarsi, 2012;Mchunu & Imelda, 2013). Berdasarkan teori perubahan konseptual yang diajukan Posner et al (Syuhendri, Andriani, & Taufi q, 2019), miskonsepsi tidak akan teratasi kecuali ditangani dengan tepat.…”

Section: Pendahuluanunclassified

Understanding the Concept and Misconception of Student Teacher in Kepler's Laws

Syuhendri

Andriani

Saparini

2019

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PEMAHAMAN KONSEP DAN MISKONSEPSI MAHASISWA CALON GURU PADA HUKUM KEPLERAbstrakPenelitian ini bertujuan untuk menginvestigasi tingkat pemahaman konsep dan miskonsepsi mahasiswa calon guru pada hukum Kepler. Subjek penelitian adalah 68 mahasiswa peserta mata kuliah Ilmu Pengetahuan Bumi dan Antariksa (IPBA). Sampel dipilih berdasarkan teknik persampelan purposif. Pengumpulan dan analisis data menggunakan mix method, gabungan penelitian kuantitatif dan kualitatif. Instrumen yang digunakan adalah two-tear test berupa penyusunan peringkat dan pemberian alasan. Analisis dilakukan terhadap dua lapis data yang dianalisis secara bersamaan berdasarkan tingkat pemahaman konseptual. Hasil penelitian menunjukkan tingkat pemahaman konsep bervariasi dengan dominasi Paham Sebagian dan Miskonsepsi (33,82%) untuk Hukum II Kepler dan Paham Sebagian (42,65%) untuk Hukum III Kepler. Penelitian mendapatkan 14 bentuk miskonsepsi berkaitan dengan kecepatan, perioda, dan jarak orbit benda langit mengitari bintangnya dan pengaruh massa serta bentuk orbit ter-hadap variabel kecepatan, perioda, dan jarak orbit. Sebelas miskonsepsi belum dilaporkan pada penelitian sebelumnya. Pembelajaran tradisional tidak berhasil dalam meningkatkan pemahaman konsep karena berorientasi pada penguasaan rumus dan penghafalan fakta. Perlu inovasi pembelajaran untuk meningkatkan penguasaan konsep.Kata kunci: pemahaman konsep, miskonsepsi, hukum Kepler, IPBAAbstractThis study was aimed at investigating the level of understanding of the concepts and misconceptions of teacher students in Kepler's law. The research subjects were 68 students participating in the Earth and Space Sciences (ESS) course. The sample was chosen based on the purposive sampling technique. The collection and analysis of the data used a mixed-method, a combination of quantitative and qualitative research. The instrument used was a two-tear test in the form of ranking and explanation. The analysis was carried out on two layers of data which were then analyzed simultaneously based on an analysis of the level of conceptual understanding. The results show that the level of concept understanding varied with the dominance of Partial Understanding and Misconception (33.82%) for Kepler's Law II and Partial Understanding (42.65%) for Kepler's Law III. The study found 14 forms of misconception related to the velocity, period, and orbital distance of celestial bodies around the star and the effect of mass and orbital shape on variable velocity, period, and orbital distance. Eleven misconceptions have not been reported in previous studies. The failure of conventional learning in improving understanding of concepts is due to the application of traditional approaches that are oriented towards mastering formulas and memorizing facts. Learning innovation is needed to improve the mastery of concepts.

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“…Un enseignement/apprentissage efficace , qui est un défi dans de nombreux systèmes éducatifs, dépend fortement de l'identification des sources d'obstacles chez l'apprenant. En effet, diagnostiquer les difficultés permet d'approcher l'univers conceptuel des élèves et appréhender leurs De nombreuses études ont mis en exergue une relation étroite entre ces difficultés et les propres représentations de l'apprenat, en effet, les représentations à travers lesquelles l'apprenant interprète les phénomènes du monde physique se trouvent en distance ou en contradiction avec quelques éléments des modèles scientifiques et qui pourraient constituer un obstacle à l'apprentissage (Treagust et al, 2014 ;Mchunu et Imelda, 2013), en plus, les élèves viennent en classe avec leurs propres représentations, ces derniéres étant produites de l'histoire individuelle et sociale de l'apprenant, se trouvent en interaction continue avec le milieu socioculturel et éducatif, et elles présentent un caractère dynamique, développemental et évolutif (Kambouri, 2011 ;Bryce et Blown, 2013;Kampeza et al, 2016).…”

Section: Introductionunclassified

Analyses Des Représentations Des Apprenants De Tronc Commun Marocain En Interactions Mécaniques (3éme Loi De Newton) - Cas De La Direction Provinciale De L’education Nationale De Settat -

Nasser¹,

Khouzai

Taoufik

2018

ESJ

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The purpose of this study is to analyze the misconceptions encountered in mechanics by the Moroccan students, aged 14-16, particularly the common core, the first year of Moroccan high-school, and most notably that of the mechanical interactions (Newton's third law) so that teachers can take them into account in their teaching. A questionnaire is administered to students from four high schools within the Provincial Directorate of Settat, Morocco (350 students') just before the mechanical interactions course. The results show that the difficulties encountered when learning this course are due to misconceptions. Indeed, the relation between the forces and the objects on which we act is not well understood for students: they believe that the force is a property of unique objects and not a relation between objects. Also, the students' reasoning seems to be strongly influenced by the context of the proposed situation (nature of the objects, their situation and their dynamics).

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The Alternative Conceptions Held by High School Students in Mechanics

Cited by 8 publications

References 0 publications

A Learning Process Based on Conceptual Change Approach to Foster Conceptual Change in Newtonian Mechanics

A Learning Process Based on Conceptual Change Approach to Foster Conceptual Change in Newtonian Mechanics

Understanding the Concept and Misconception of Student Teacher in Kepler's Laws

Analyses Des Représentations Des Apprenants De Tronc Commun Marocain En Interactions Mécaniques (3éme Loi De Newton) - Cas De La Direction Provinciale De L’education Nationale De Settat -

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