IDENTIFICATION OF MISCONCEPTIONS IN SCIENCE : TOOLS, TECHNIQUES & SKILLS FOR TEACHERS (original) (raw)
Related papers
The Profile of Misconceptions among Science Subject Student- Teachers in Primary Schools
Students' different background knowledge determines their quality of conceptions towards a specific subject in college. This research sought to uncover the profile of misconceptions experienced by 48 students of Primary School Teaching Major, studying Science in University of Muhammadiyah Gresik. The educational background of the students in high school were different. They came from natural science, social science and culinary departments and were divided into three groups accordingly. The identification method used was CRI (Certainty of Response Index) which is a model of correct and incorrect statements accompanied by reasons and level of confidence in answering questions. The research instrument was also supported by interviews. The findings of the study were: (1) The misconception of natural science was experienced by all the three students; (2) of the three groups, natural science students had the lowest misconception compared with the social science and culinary students; (3) the causes of misconceptions of natural sciences were related to improper answers due to certain terms and expressions; the relationship between the concept and meaning of the sentence which is too general or too narrow; not understanding the concept completely, lack of curiosity in doing exam items, never studying the concept before, and the incomplete delivery concept of high school teachers; and finally (4) psychological factors that accompany the occurrence of misconceptions included the feeling of tense and embarrassment in the interview of this research. The researcher suggests that there should be a matriculation program of five major subjects in the department of Primary School Teaching Major especially in the first year of courses supported by the reasonable ratio of students in one class that meets its capacity.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2015
The present study is based on identification and elimination of several misconceptions of university level students regarding chemistry topics. For this reason, the static-group pre-test-post-test design was implemented with 52 teacher candidates. Regarding the content of the study, the experimental group participants opted for "Misconceptions in Science" course whereas the control group selected "Physics in environment" course in terms of elective courses. Data was collected through a form which consisted of 3 open-ended statements during the research process. In addition, an evaluation form was prepared to determine the opinions of the experimental group on the course. As a result of the study, the pre-test analyses revealed several misconceptions which all the participants have, whereas the post-test results indicated that "Misconceptions in science" course was effective in the elimination of experimental group's misconceptions. Also, the course was found to be necessary and efficient. Delayed post-test results justified the resistivity of the misconceptions of the experimental group members, although they had been performing their jobs as in-service science teachers.
Why Teachers Faces Misconception: A Study Toward Natural Science Teachers in Primary Schools
This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered through observation sheet, interview, and diagnostic test. The data are further analyzed descriptively through four stages analysis, namely data collection, data reduction, data presentation, and making conclusion. The result of the study shows that there are 74.6 % of total responses of misconception and non-misconception. On the other hand, there are 25.4% who have the scientific concepts. Mostly, the misconception occurs on, 1) the concept of substances which are needed for photosynthesis on plants, 2) concepts of the needs of sunlight in photosynthesis, 3) the concepts of substance density, and 4) the concepts of free fall motion.
Developing an Instrument to Detect Science Misconception of an Elementary School Teacher
International Journal of Instruction, 2019
This study aims to report the development an instrument that is standardized (reviewed by validity, reliability, and difficulty index) to detect science misconception in an elementary school teacher. This study used a 4-D model; defining, designing, developing, and disseminating. First, it was prepared with 47 opened-ended questions, and then it was validated by two experts (Physics and Biology) to find out content validity value and inter-rater reliability. The next stage was arranged an empirical test to 103 elementary school teachers in Surakarta, Indonesia by stratified purposive sampling. The data were analyzed using content validity formula, a measure of Agreement Kappa, Pearson's Correlation, Cronbach's alpha, and difficulty index. The result of this study indicated that there were 22 valid items. It can be concluded that this instrument is worthy to be used to detect the science misconception of an elementary school teacher.
The Common Science Misconceptions in Indonesia Junior High School Students
Journal of Science Education Research, 2018
Identifying and correcting the mistake that students make about science concept is very important. The main purpose of this article is to analyse some publications about common science misconceptions in some science topics in junior high schools. Misconceptions are erroneous perceptions of what is universally accepted. The misconception identification in this research is based on the descriptive research using some journal publications in Indonesia university which is held science education study program. Study found that : the concept of photosynthesis, respirations, the relationship of photosynthesis and respirations, force (action and reaction forces) , and Newton laws are most frequently investigated as misconceptions of science. Students’ interest and learning environments are some reasons of students’ misconceptions.
TEACHERS AND CHILDRENS' MISCONCEPTIONS IN SCIENCE
Educators agree that everyday activities enable children to learn some science even before entering preschool education and that children’s ideas are part of the classroom. Some of these ideas will not be completely correct; misconceptions refer to children’s incorrect or incomplete ideas. This paper refers to research investigating teachers’ response to early year’s children’s misconceptions in Cyprus. The results indicate that often teachers do not acknowledge the existence of these misconceptions and this is likely to be an obstacle for children’s learning. The aim is that with the completion of this research more details will surface misconceptions and Cypriot education and hopefully future research will enlighten this new area of investigation for the Cypriot datum.
A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science
EURASIA Journal of Mathematics, Science and Technology Education, 2015
Different diagnostic tools have been developed and used by researchers to identify students' conceptions. The present study aimed to provide an overview of the common diagnostic instruments in science to assess students' misconceptions. Also the study provides a brief comparison of these common diagnostic instruments with their strengths and weaknesses. A total of 273 articles published (from the year 1980 to 2014) in main journals were investigated thoroughly through document analysis method. The study reveals interviews (53%), open-ended tests (34%), multiple-choice tests (32%) and multiple tier tests (13%) as the most commonly used diagnostic tools. However, each tool has some advantages as well as disadvantages over the others that should be kept in mind in their usages. A careful user of a diagnostic instrument such as a classroom teacher or a researcher would be aware of the diagnostic instruments and selects the most effective one for his/her purposes.
Constructivist Strategies for minimization of Science Misconceptions among School Students
ISSN-2349-638X, 2016
Students enter in the class with prior ideas which are formed with their interaction with the world around them. Some of their ideas may be misconceptions. Misconceptions also called as preconceived notions, non scientific beliefs, conceptual misunderstanding, vernacular misconceptions, blind beliefs, or naïve concepts. Parents, folklore, teachers, multimedia's, textbooks, even learner themselves are responsible for cultivating and fostering misconceptions. Constructivism is a theory of how the learner constructs knowledge from experience, which is unique to each individual. Constructivism according to Piaget (1971) is a system of explanation of how learners as individuals adapt and refine knowledge. According to constructivist point of view, constructivist based teaching strategies are helpful for cognitive development of children and it may play a vital role to remediate the misconceptions The paper is useful to know more about the some important constructivist strategies which are helpful to minimizing the science misconceptions among school students
Children's misconceptions in primary science: a survey of teachers' views
Research in Science & Technological Education, 2001
Young children hold naive theories about the world around them but how do these mediate science learning in primary school? This paper considers the process of conceptual change and describes empirical studies into children's naive theories of physics concepts. The Representational Redescription model ) is invoked to explain how naive theories are a feature of conceptual change. Data are presented from a survey of 122 teachers of primary science in England. The teachers rated almost one third of the topics sampled from the primary curriculum as being of above average difficulty for the children, particularly abstract concepts like electricity and forces. In addition, the teachers identified 130 misconceptions (such as "Stones grow" or "Taller people are older than shorter people") which children bring to the science class. These data provide a starting point for considering how children's naive theories may mediate their ability to learn and implications for science teaching are discussed.