Three-Tier Diagnostic Test: What is the Profile of Biological Misconceptions in High School Students during Covid-19?

Trilipi, Desi; Subali, Bambang; Fenditasari, Kharisma

doi:10.1145/3446590.3446604

Cited by 1 publication

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study of misconceptions in the learning of natural sciences has been approached by various authors with multidisciplinary approaches. For instance, conceptual errors in biology teaching have been investigated, highlighting the importance of understanding students' misconceptions to improve instruction [26][27][28]. In the field of chemistry, students' preconceived ideas have been explored, proposing strategies to correct them and promote more solid learning [29,30].…”

Section: Introductionmentioning

confidence: 99%

Misconceptions in the Learning of Natural Sciences: A Systematic Review

Guerra-Reyes,

Guerra-Dávila,

Naranjo-Toro

et al. 2024

Education Sciences

View full text Add to dashboard Cite

The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in the learning of physics held by high school students. Under the PRISMA guidelines, the research consisted of a systematic literature review in three databases: Scopus, WoS, and Dimensions. Data visualization and analysis were supported by the following tools: VOSviewer, Bibliometrix, and ATLAS.ti. It was concluded that misconceptions do not solely depend on students’ behavior; teacher training and preparation also have a direct influence on this issue. The main factors include persistent use of the didactic model of transmission–reception, the influences of students’ daily experiences, decontextualization of the addressed content, limited development of research skills, usage of inadequate teaching methods, texts full of formulas, and exaggerated schemas. Physics stands out as the most studied discipline, in terms of misconceptions. Several topics were identified that contained misconceptions grouped into four main subject areas: thermodynamics, waves and sound, mechanics, and radiation and light.

show abstract