The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics

Addido, Johannes; Burrows, Andrea C.; Slater, Timothy F.

doi:10.3390/educsci12100696

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…This can happen because changes in students' conceptual beliefs cannot occur directly. The process of exchanging misconceptions with new concepts occurs gradually, systematically and accurately (Addido et al, 2022). The average misconception that has been reduced in multiple-choice diagnostic items is 39.26% The highest misconception reduction on the Free Fall Motion concept.…”

Section: Misconception Identificationsmentioning

confidence: 99%

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Halim,

Rizki,

Rahmatan

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Misconception is one of the obstacles in the achievement of physics learning and must be immediately corrected so that there is no retention of misconceptions in subsequent knowledge. One way to prevent and reduce misconceptions that occur is with the teachers skill of Technological Pedagogical and Content Knowledge (TPACK). Teachers who integrate TPACK in learning can prevent misconceptions and find solutions to overcome the misconceptions. This study aims to determine the TPACK skill of teachers in overcoming misconceptions and the appropriate TPACK components to reduce misconceptions based on concepts on the three tier test of FCI (Force Concept Inventory). The research method used is mixed method with concurrent embedded design. The main data in this study is TPACK which is qualitative data and supporting data is students misconception which is quantitative data. The results showed a decrease in misconceptions after being given an understanding of the concept using the teacher's TPACK skill. The components used during the teacher's reduction of misconceptions based on the concepts in the FCI three tier test of FCI are TPACK and PCK components. So it can be concluded that the teacher's TPACK skill can reduce the misconceptions that occur in the three tier test of FCI

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Section: Misconception Identificationsmentioning

confidence: 99%

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Halim,

Rizki,

Rahmatan

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…In-depth interviews and a rigorous qualitative technique were used to study participants' opinions of the conceptual change model and how it affects conceptual change. Qualitatively designed research would enhance participants' conceptual change experience during classroom teaching, thus imparting greater knowledge regarding the roles of the different conceptual change model phases [5].…”

Section: Introductionmentioning

confidence: 99%

Implementation of Conceptual Change Approach to Improve Learners’ Understanding of Quantitative Chemistry Aspects

Ginyigazi,

Nqoma,

Makena

et al. 2024

Metacognition in Learning - New Perspectives

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Implementing a conceptual change approach helps students correct misconceptions and gain a deeper understanding of key quantitative Chemistry concepts, including stoichiometry, chemical equations and substance quantity calculations. For improvement of how learners understood quantitative aspects as measured with chemical change, a conceptual change approach became the centre of inquiry. A case study and qualitative approach were used to collect data from 50 learners and 12 learners. The findings indicate an improvement in learners’ scientific understanding after the administration of a pre-test and a post-test. Concurrently, provided by this study is evidence denting that misconceptions of learners can be facilitated with great conceptual understanding through the application of a conceptual change framework. The study recommends a well-designed conceptual change instructional approach that leads to significantly better acquisition of scientific concepts.

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Teaching Newtonian physics with LEGO EV3 robots: An integrated STEM approach

Addido

Burrows

Walwema

2023

EURASIA J Math Sci Tech Ed

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This paper investigated the effect of using LEGO EV3 robots to teach Newton’s second law with conceptual understanding to a group of 14 to 18-year-olds in an after-school STEM education program. 74 teenagers participated in this research study. A quantitative methods approach involving descriptive analyses, paired-sample t-test, and repeated measures ANOVA were used to answer the research questions. The results showed that the LEGO EV3 robots positively affected participants’ understanding of Newton’s second law of motion and their interest in pursuing STEM education and careers. In addition, the descriptive analyses from the pre- and post-interest questionnaire revealed that participants were more confident and willing to learn with robotic devices after the activity than before. Repeated measures ANOVA analysis indicated that scaffolded programming tasks affected participants’ computational thinking skills. Implications include the purposeful use of LEGO EV3 robotics and potentially other educationally focused programmable devices (e.g., micro:bit, Spheros, Arduinos, etc.).

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The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics

Cited by 3 publications

References 39 publications

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Implementation of Conceptual Change Approach to Improve Learners’ Understanding of Quantitative Chemistry Aspects

Teaching Newtonian physics with LEGO EV3 robots: An integrated STEM approach

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