The investigation of high school student’s energy concept by using analogies

Abstract

Alternative energy as a tool for the development of small and medium-sized enterprises in Russia L Teslyuk, A Boyarinov, N Dukmasova et al. The investigation of high school student's energy concept by using analogies K Toedtanya and S Wuttiprom* Department of Physics, Faculty of Science, Ubon Ratchathani University, Thailand, 34190Email: *sura.w@ubu.ac.thAbstract. Alternative energy tends to be more widespread in Thailand because the advanced technology, enhance the potential of equipment which becomes more economically rather than setting in laboratory likes in the past. For this reason students should understand profoundly about the characteristic of energy before they learned about alternative energy. To help students get more comprehension about the characteristic of energy, we need to investigate the idea about energy. There are three main reasons for the investigation (1) to know how students use analogy to describe characteristic of energy (2) to find out the most frequent characteristic that student used (3) to classify analogies for energy by using category of misconceptions which helped us to group students if there were any vague content in students' explanation. Students were given a task to write their analogies after doing the STEM activity (Bungee Jump) in class. The answers were categorized into four terms of scientific contexts: energy can be accounted, can change forms, can be lost and can be transferred. IntroductionEnergy education has become extremely convincing people in society because the demand of energy has been rising but the energy resources has been decreasing [4]. To teach the energy, analogies are valuable tools to explain energy in a tangible way [3]. In the present many science text books use analogies to illustrate the idea of science [5]. On the other hand analogies can show how students conceptualized the idea of energy [7]. There were the investigations about energy concept by using students' analogy. Those paper focused on students who study in different science topic or same topic with different aspects [7]. But in this paper we did both investigation and classify the students' analogies with. There were three objective (1) to know how students use analogy to describe energy characteristic analogies (2) to know the most frequent characteristic that students used (3) to classify analogies for energy by using category of misconceptions. We used analogies as tools to see what students conceptualized energy in the way that student.

Identifying Physics Teachers Candidate Misconception on Electricity, Magnetism, and Solar System

“…Besides, Hermita, et al [8] concerned static electric including electrostatic object that could not pull neutral objects, neutral object was an object without electric load, and the size of pull force between two filled objects based on load measure. Toedtanya & Wuttiprom [9] covered energy concept as well as Safriana & Nuraini [10] found misconception on mechanics concept about guideline framework centered on self, heavy object fell faster than light object, object mass could make object stop moving, object movement was force representation on objects and force source on object was a result of hits. Other research were Riggs [11] about black hole, Syuhendri [12] about gravitation, Dessytya, et al [13] for gravitation force concepts, light pace, frequency and amplitude, static electric force, and visible objects [13] and Busyairi & Muhammad [14] who indicated students' misconception on linear, vertical, and parabolic movement concept.…”