Correcting grade 11 students’ misconceptions of the concept of force through the conceptual change model (CCM) with PDEODE*E tasks
DOI:
https://doi.org/10.36681/Keywords:
Misconception, force concept, Change Model (CCM) with PDEODE*E tasksAbstract
This study aims to reconstruct Grade 11 students’ misconceptions about force through the Conceptual Change Model (CCM) making use of Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODEE) tasks. This study was conducted using a mixed-method approach. The participants in this study were 65 students (33 students in the experiment class—13 males and 20 females, and 32 students in the control class—12 males and 20 females) from a high school in Bandung, Indonesia. The instrument test used is the Four-Tier Test-formed Force Concept Inventory (4TT-FCI) with 8 question items. Three analyses were carried out: an analysis of students' misconception profiles during the pre-test and post-test, the reconstruction of students’ misconceptions analysed based on percentage and codification using Great Change (GC), Not Change (NC), and Un-Great Change (U-GC). The improvement in students' conception was carried out using N-Gain with three categories (Low, Moderate, and High). The results show that the students' conception profile during the pre-test and post-test still detects misconceptions. However, these misconceptions can be ameliorated using CCM with PDEODEE tasks because the highest conceptual change is in the Misconceptions category (GC= 34.5) and the lowest is in the Un-Code category (U-GC= 2.4). The increase in the correctness of the conception was measured in the experimental class at 0.73 (High category), and the control class is 0.42 (Moderate Category).
Downloads
References
Adimayuda, R., Aminudin, A. H., Kaniawati, I., Suhendi, E., & Samsudin, A. (2020). A multitier open-ended momentum and impulse (MOMI) instrument: Developing and assessing quality of conception of 11th grade sundanese students with rasch analysis. International Journal of Scientific and Technology Research, 9(2), 4799–4804.
Aminudin, A. H., Kaniawati, I., Suhendi, E., Samsudin, A., Coştu, B., & Adimayuda, R. (2019). Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions. Journal for the Education of Gifted Young Scientists, 7(3), 607–629. https://doi.org/10.17478/jegys.574524
Aslan, A., & Demircioğlu, G. (2014). The Effect of Video-assisted Conceptual Change Texts on 12 th Grade Students’ Alternative Conceptions: The Gas Concept. Procedia - Social and Behavioral Sciences, 116, 3115–3119. https://doi.org/10.1016/j.sbspro.2014.01.718
Azizah, N., Samsudin, A., & Sasmita, D. (2019). Development of computer simulation-assisted conceptual change model (CS-CCM) to change students’ conception on gas kinetic theory. Journal of Physics: Conference Series, 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052036
Bao, L., & Fritchman, J. C. (2021). Knowledge integration in student learning of Newton’s third law: Addressing the action-reaction language and the implied causality. Physical Review Physics Education Research, 17(2), 20116. https://doi.org/10.1103/PhysRevPhysEducRes.17.020116
Chen, Y. L., Pan, P. R., Sung, Y. T., & Chang, K. E. (2013). Correcting misconceptions on electronics: Effects of a simulation-based learning environment backed by a conceptual change model. Educational Technology and Society, 16(2), 212–227.
Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11(5), 554–565. https://doi.org/10.1080/0950069890110507
Costu, B. (2008). Learning Science through the PDEODE Teaching Strategy : Helping Students Make Sense of. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 3–9.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Dinçer, S. (2011). Exploring the impacts of analogies on computer hardware. Turkish Online Journal ofEducational Technology, 10(2), 113–121.
Dinçer, S. (2017). Ortaokul öğrencilerinin bilgisayar okuryazarlık düzeylerinin belirlenmesi ve ölçme – değerlendirme araçlarının yapısı. İlköğretim Online, 16(3), 1329–1349. https://doi.org/10.17051/ilkonline.2017.330261
Ekawati, H., Islam, U., Ulum, D., & Education, M. (2021). Teams’ games tournaments with cognitive conflict instruction (CCI) model to unveil students’ misconceptions. Cypriot Journal of Educational Sciences, 16(4), 1343–1355. https://doi.org/https://doi.org/10.18844/cjes.v16i4.5983
Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001–1015. https://doi.org/10.1002/tea.10054
Fratiwi, N. J., Kaniawati, I., Suhendi, E., Suyana, I., & Samsudin, A. (2017). The transformation of two-tier test into four-tier test on Newton’s laws concepts. AIP Conference Proceedings, 1848. https://doi.org/10.1063/1.4983967
Gao, Y., Zhai, X., Andersson, B., Zeng, P., & Xin, T. (2020). Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis. Research in Science Education, 50(4), 1369–1388. https://doi.org/10.1007/s11165-018-9736-5
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64(10), 1316–1325. https://doi.org/10.1119/1.18376
Handhika, J., Cari, Suparmi, & Sunarno, W. (2015). Exsternal representation to overcome misconception in physics. International Conference on Mathematics, Science, and Education 2015, 2015(Icmse), 34–37. http://icmseunnes.com/2015/wp-content/uploads/2016/03/76_PE.pdf
Hasan, A. (2018). The Effect of Scientific Approach on Students’ English Achievement for Junior High School Level in Riau Province, Indonesia. American Journal of Educational Research, 6(2), 123–128. https://doi.org/10.12691/education-6-2-5
Heddy, B. C., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97(5), 723–744. https://doi.org/10.1002/sce.21072
Hewson, P. W., & Thorley, N. R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(5), 541–553. https://doi.org/10.1080/0950069890110506
Kaltakçi, D., & Didiç, N. (2007). Identification of pre-service physics teachers’ misconceptions on gravity concept: A study with a 3-tier misconception test. AIP Conference Proceedings, 899, 499–500. https://doi.org/10.1063/1.2733255
Kaniawati, I., Maulidina, W. N., Novia, H., Samsudin, I. S. A., Aminudin, A. H., & Suhendi, E. (2021). Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration. International Journal of Emerging Technologies in Learning, 16(22), 167–188. https://doi.org/10.3991/ijet.v16i22.25465
Kiray, S. A., & Simsek, S. (2021). Determination and Evaluation of the Science Teacher Candidates’ Misconceptions About Density by Using Four-Tier Diagnostic Test. International Journal of Science and Mathematics Education, 19(5), 935–955. https://doi.org/10.1007/s10763-020-10087-5
Lappi, O. (2013). Qualitative Quantitative and Experimental Concept Possession, Criteria for Identifying Conceptual Change in Science Education. Science and Education, 22(6), 1347–1359. https://doi.org/10.1007/s11191-012-9459-3
Larkin, D. (2012). Misconceptions about “misconceptions”: Preservice secondary science teachers’ views on the value and role of student ideas. Science Education, 96(5), 927–959. https://doi.org/10.1002/sce.21022
Laurenty, F., Sulsilah, H., Amin, A. M., Samsudin, A., & Rusdiana, D. (2021). Enhancing conceptual understanding via Diffraction Grating Innovative Media (DIAGRAM). Journal of Physics: Conference Series, 2098(1). https://doi.org/10.1088/1742-6596/2098/1/012013
Leinonen, R., Asikainen, M. A., & Hirvonen, P. E. (2013). Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course. Physical Review Special Topics - Physics Education Research, 9(2). https://doi.org/10.1103/PhysRevSTPER.9.020112
Lin, J. W., Yen, M. H., Liang, J. C., Chiu, M. H., & Guo, C. J. (2016). Examining the factors that influence students’ science learning processes and their learning outcomes: 30 years of conceptual change research. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2617–2646. https://doi.org/10.12973/eurasia.2016.000600a
Lin, S. Y., & Singh, C. (2015). Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions. Physical Review Special Topics - Physics Education Research, 11(2). https://doi.org/10.1103/PhysRevSTPER.11.020105
Lucariello, J., Tine, M. T., & Ganley, C. M. (2014). A formative assessment of students’ algebraic variable misconceptions. Journal of Mathematical Behavior, 33(1), 30–41. https://doi.org/10.1016/j.jmathb.2013.09.001
Mongan, S. W., Mondolang, A. H., & Poluakan, C. (2020). Misconception of weights, normal forces and Newton third law. Journal of Physics: Conference Series, 1572(1). https://doi.org/10.1088/1742-6596/1572/1/012046
Mubarak, S., & Yahdi. (2020). Identifying undergraduate students’ misconceptions in understanding acid base materials. Jurnal Pendidikan IPA Indonesia, 9(2), 276–286. https://doi.org/10.15294/jpii.v9i2.23193
Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in implementing 21st century skills competence in vocational education learning. International Journal of Evaluation and Research in Education, 10(4), 1229–1236. https://doi.org/10.11591/ijere.v10i4.22028
Ozkan, G., & Selcuk, G. S. (2016). Facilitating conceptual change in students’ understanding of concepts related to pressure. European Journal of Physics. https://doi.org/10.1088/0143-0807/37/5/055702
Parish, L., & Guilford, J. P. (1957). Fundamental Statistics in Psychology and Education. British Journal of Educational Studies, 5(2), 191. https://doi.org/10.2307/3118885
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing and Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
Premo, J., Cavagnetto, A., Honke, G., & Kurtz, K. J. (2019). Categories in conflict: Combating the application of an intuitive conception of inheritance with category construction. Journal of Research in Science Teaching, 56(1), 24–44. https://doi.org/10.1002/tea.21466
Prince, M., Vigeant, M., & Nottis, K. (2012). Development of the heat and energy concept inventory: Preliminary results on the prevalence and persistence of engineering students’ misconceptions. Journal of Engineering Education, 101(3), 412–438. https://doi.org/10.1002/j.2168-9830.2012.tb00056.x
Rahmi, R. A., Samsudin, A., & Imansyah, H. (2019). The development of PDEODE∗E task based three stay two stray on static fluid. Journal of Physics: Conference Series, 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052040
Ramadhani, R., Abdullah, A., Hasanuddin, H., Khairil, K., & Muhibbuddin. (2020). The implementation of constructivist modules to correct misconceptions on the human reproductive system concept. Journal of Physics: Conference Series, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012062
Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403–427. https://doi.org/10.36681/tused.2022.128
Rodriguez, J.-M. G., & Towns, M. H. (2021). Analysis of biochemistry students’ graphical reasoning using misconceptions constructivism and fine-grained constructivism: why assumptions about the nature and structure of knowledge matter for research and teaching. Chemistry Education Research and Practice, 22(4), 1020–1034.
Samsudin, A., Afif, N. F., Nugraha, M. G., Suhandi, A., Fratiwi, N. J., Aminudin, A. H., Adimayuda, R., Linuwih, S., & Costu, B. (2021). Reconstructing Students’ Misconceptions on Work and Energy through the PDEODE*E Tasks with Think-Pair-Share. Journal of Turkish Science Education, 18(1), 118–144. https://doi.org/10.36681/tused.2021.56
Samsudin, A., Suhandi, A., Rusdiana, D., Kaniawati, I., & Coştu, B. (2017). Promoting conceptual understanding on magnetic field concept through interactive conceptual instruction (ICI) with PDEODE∗E tasks. Advanced Science Letters, 23(2), 1205–1209. https://doi.org/10.1166/asl.2017.7539
Savander-Ranne, C., & Kolari, S. (2003). Promoting the conceptual understanding of engineering students through visualisation. Global Journal of Engineering Education, 7(2), 189–200. http://www.wiete.com.au/journals/GJEE/Publish/TOCVol7No2.html
Setiawan, D., & Wilujeng, I. (2016). The development of scientific-approach-based learning instruments integrated with red onion farming potency in Brebes Indonesia. Jurnal Pendidikan IPA Indonesia, 5(1), 22–30. https://doi.org/10.15294/jpii.v5i1.5785
Shute, V. J., Ventura, M., & Kim, Y. J. (2013). Assessment and learning of qualitative physics in Newton’s playground. Journal of Educational Research, 106(6), 423–430. https://doi.org/10.1080/00220671.2013.832970
Soeharto, S., & Csapó, B. (2021). Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts. Heliyon, 7(11). https://doi.org/10.1016/j.heliyon.2021.e08352
Suhandi, A., Surtiana, Y., Husnah, I., Setiawan, W., Siahaan, P., Samsudin, A., & Costu, B. (2020). Fostering high school students’ misconception about boiling concept using conceptual change laboratory (cCLAb) activity. Universal Journal of Educational Research, 8(6), 2211–2217. https://doi.org/10.13189/ujer.2020.080603
Taban, T., & Kiray, S. A. (2021). Determination of Science Teacher Candidates’ Misconceptions on Liquid Pressure with Four-Tier Diagnostic Test. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10224-8
Temiz, B. K., & Yavuz, A. (2014). Students’ misconceptions about Newton’s second law in outer space. European Journal of Physics, 35(4). https://doi.org/10.1088/0143-0807/35/4/045004
Topalsan, A. K., & BAYRAM, H. (2019). Identifying Prospective Primary School Teachers’ Ontologically Categorized Misconceptions on the Topic of “Force and Motion.” Journal of Turkish Science Education, 16(1), 85–109. https://doi.org/10.12973/tused.10268a
Turgut, U., & Gurbuz, F. (2012). Effect of conceptual change text approach on removal of students’ misconceptions about heat and temperature. In International Journal of Innovation and Learning (Vol. 11, Issue 4, pp. 386–403). https://doi.org/10.1504/IJIL.2012.047139
Üce, M., & Ceyhan, İ. (2019). Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis. Journal of Education and Training Studies, 7(3), 202. https://doi.org/10.11114/jets.v7i3.3990
Wibowo, F. C., Suhandi, A., Nahadi, Samsudin, A., Darman, D. R., Suherli, Z., Hasani, A., Leksono, S. M., Hendrayana, A., Suherman, Hidayat, S., Hamdani, D., & Coştu, B. (2017). Virtual Microscopic Simulation (VMS) to promote students’ conceptual change: A case study of heat transfer. Asia-Pacific Forum on Science Learning and Teaching, 18(2).
Wolf, L., Stidham, A. W., & Ross, R. (2015). Predictors of Stress and coping strategies of US Accelerated vs. Generic baccalaureate nursing students: An embedded mixed methods study. Nurse Education Today, 35(1), 201–205. https://doi.org/10.1016/j.nedt.2014.07.005
Yang, D. C., & Sianturi, I. A. J. (2021). Sixth Grade Students’ Performance, Misconception, and Confidence on a Three-Tier Number Sense Test. International Journal of Science and Mathematics Education, 19(2), 355–375. https://doi.org/10.1007/s10763-020-10051-3
Zaim, M. (2017). Implementing Scientific Approach to Teach English at Senior High School in Indonesia. Asian Social Science, 13(2), 33. https://doi.org/10.5539/ass.v13n2p33
Zhou, S., Wang, Y., & Zhang, C. (2016). Pre-service science teachers’ PCK: Inconsistency of pre-service teachers’ predictions and student learning difficulties in newton’s third law. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 373–385. https://doi.org/10.12973/eurasia.2016.1203a
Zulfikar, A., Saepuzaman, D., Novia, H., Setyadin, A. H., Jubaedah, D. S., Sholihat, F. N., Muhaemin, M. H., Afif, N. F., Fratiwi, N. J., Bhakti, S. S., Amalia, S. A., Hidayat, S. R., Nursani, Z., Hermita, N., Costu, B., & Samsudin, A. (2019). Reducing Eleventh-Grade Students’ Misconceptions on Gravity Concept using PDEODE∗E-Based Conceptual Change Model. Journal of Physics: Conference Series, 1204(1). https://doi.org/10.1088/1742-6596/1204/1/012026
Downloads
Issue
Section
Published
License
Copyright (c) 2024 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
