The Effect of Video-assisted Conceptual Change Texts on 12 th Grade Students’ Alternative Conceptions: The Gas Concept

Aslan, Ayşegül; Demircioğlu, Gökhan

doi:10.1016/j.sbspro.2014.01.718

Cited by 11 publications

(9 citation statements)

References 14 publications

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“…Ozmen's research states that conceptual change is successful in remediating alternative conceptions of students in chemical equilibrium material rather than traditional instruction, this is evidenced by the posttest score compared with the t-test there is a statistically significant difference between the experimental groups (M = 14.58, SD = 4.67) and the control group (M = 11.18, SD = 3.52) which states the effectiveness of conceptual change text [10]. Aslan & Demircioglu state that conceptual change text is a method for changing the conceptual through restructuring and assimilation processes [11]. Conceptual change text can help the learning process independently and improve student's reading skills, so the learning process at the class is more effective with the initial knowledge of students [11] The buffer solution material consists of the concept of macroscopic, microscopic and symbolic levels.…”

Section: Introductionmentioning

confidence: 94%

“…Aslan & Demircioglu state that conceptual change text is a method for changing the conceptual through restructuring and assimilation processes [11]. Conceptual change text can help the learning process independently and improve student's reading skills, so the learning process at the class is more effective with the initial knowledge of students [11] The buffer solution material consists of the concept of macroscopic, microscopic and symbolic levels. The use of interactive multimedia can be used as a medium that can support the remediation process of misconceptions in buffer solution material.…”

Section: Introductionmentioning

confidence: 99%

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The Development Of Anti Miskim Software To Reduce Misconception Of Students On Buffer Solution Matter Through Conceptual Change Text Strategy

Agustiyaningsih¹,

Sukarmin²,

Azizah³

2019

Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

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The purpose of this study is to determine the feasibility of anti-miskim software with the conceptual change text strategy as a learning media to reduce misconceptions in buffer solution material. Feasibility of the software in terms of criteria validity, practicality, and effectiveness. This type of research applies Borg & Gall's research and development methods, but in this study only carried out until the fifth stage which includes (1)research and information collecting, (2)planning, (3) developing preliminary form of product, (4)preliminary field testing, & (5)playing product revision. This study was conducted on 12 students with the highest level of misconception in the buffer solution material in the class. The results showed that software is feasibly used to reduce students' misconceptions in the buffer solution. This is indicated by the results of content and construct validation got percentage 84.03% and 82.47% and classified as very valid criteria. Practically categorized based on the percentage of student response results of 91.67% and student activities of 96.67% which categorized as very practical. Effectiveness in terms of the percentage shifting from misconceptions to knowing concepts is 82.59% which is categorized as very effective and it can be concluded that anti miskim software is proper to use.

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Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

The Development Of Anti Miskim Software To Reduce Misconception Of Students On Buffer Solution Matter Through Conceptual Change Text Strategy

Agustiyaningsih¹,

Sukarmin²,

Azizah³

2019

Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

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“…The comprehension procedure is a structure input procedure performed by the student. Conceptual Understanding allows students to relate ideas and show relationships and complementarities between many concepts [1][2][3]. Overall, students can apply concepts to multiple conditions, explain conditions or concepts through philanthropic logical motifs, express concepts in numerous actions.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

Kaniawati

Maulidina

Novia

et al. 2021

Int. J. Emerg. Technol. Learn.

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Misconception can be interpreted as incorrect conceptual understanding be-cause it is not in accordance with scientific conceptions but is believed to be the correct conception within students’ minds. Misconception often happens in understanding the concept of Physics, one of which is the concept of Force and Vibration. Misconceptions can be an obstacle in achieving the objectives of learning Physics. One of the causes of the misconception is that the learning model used has not been able to encourage students’ conceptual change. One of the learning models that can promote conceptual change is Interactive Conceptual Instruction (ICI) assisted by computer simulation. The aim of this research was to find out the effectivity of ICI assisted by computer simulation learning model implementation in the change of high school students’ conception on Force and Vibration. Mixed method research with concurrent embedded research design was used in this study. The re-search was conducted on 60 students of class X in one public high school in Cimahi City, which were divided into experimental class and control class with 30 students in each class. The experimental class took part in ICI learning assisted by computer simulations, while the control class participated in conventional learning. The instruments used in this study were 20 items of four-tier test to determine students’ conception level and observation sheets to determine the implementation of ICI learning assisted by computer simulations. The effectivity of ICI assisted by computer simulation in the change of high school students’ conception was measured by effect size. The data processing revealed that the effect size obtained was 0.99 with a "large" interpretation. The change of students’ conception could be seen from the declining of misconception percentage of 9.3% in experimental class. Thus, it can be concluded that the application of the ICI learning model assisted by computer simulations can be done as an effort to change the conceptions of high school students to be better at the concept of Force and Vibration.

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“…Since it was first developed by Wang and Andre [1], many researchers have used CCText for the purpose of remediating misconceptions that occur in students related to physical concepts or other scientific concepts, such as; Sahin et al [2]; Suhandi et al [3]; Arslan & Demircioglu [4]; Ozkan & Selcuk [5]; Cil [6]; Ozkan & Selcuk [7]; Cetin et al [8]; Tekin et al [9]; and Erdmann [10].…”

Section: Introductionmentioning

confidence: 99%

Facilitating Conceptual Changes of High School Students regarding Concepts in Static Electricity and DC Circuits through the Use of VMSCDCCText

Suhandi¹,

Samsudin²,

Suhendi³

et al. 2020

ujer

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The purpose of this study was to find out the effectivity of using visual multimedia supported-conceptual development conceptual change text (VMS-CDCCText) in facilitating conceptual change of high school students related to the concepts in Static Electricity and DC Circuits subject matter. VMS-CDCCText consists of seven parts of the text. The method used in this study is a pre-experiment with one group pretest-posttest design. The number of research subjects was 80 students consisting of 46 female and 34 male students, at one high schools in West Java province Indonesia. Data about the state of students' conceptions were collected by conception test in the four tier test format. The results showed that the number of students who reached the type of construction and reconstruction on the two concept labels covered in the Static Electricity and two concept labels covered in the DC Circuits subject matter was above 70%. These results indicate that the use of VMS-CDCCText has a high effectiveness in facilitating the attainment of conceptual changes in construction and reconstruction types that lead to ownership of scientific conceptions.

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The Effect of Video-assisted Conceptual Change Texts on 12 th Grade Students’ Alternative Conceptions: The Gas Concept

Cited by 11 publications

References 14 publications

The Development Of Anti Miskim Software To Reduce Misconception Of Students On Buffer Solution Matter Through Conceptual Change Text Strategy

The Development Of Anti Miskim Software To Reduce Misconception Of Students On Buffer Solution Matter Through Conceptual Change Text Strategy

Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

Facilitating Conceptual Changes of High School Students regarding Concepts in Static Electricity and DC Circuits through the Use of VMSCDCCText

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