An exploration of students’ misconceptions about the concept ‘classification of animals’ at secondary level and effectiveness of ınquiry method for conceptual change (original) (raw)
Related papers
2008
This study was an attempt to find out the misconceptions of biology students at secondary level. It is a well known fact that students enter in science classroom with a lot of misconceptions, which are based on their beliefs and observations. The focus of this research study was to find out the misconceptions of students about selected concepts of biology e.g. classification of animals, photosynthesis and green house effect. The nature of the research study was exploratory and interviews were conducted to investigate the misconceptions. The 2 schools were purposely selected as a study site. The size of the sample of the study was 80 students (50% boys & 50% girls), who participated in the study voluntarily. A well established technique ‘Interview About Instances’ (IAI) was used to explore misconceptions of the students. To apply this interview technique instance cards (20 for each concept) were developed to present examples and nonexamples of biology concepts in the form of diagrams...
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.
Student’s Misconception Profile of First Semester 10th Grade on Biology
2021
This research aims to describe the student’s misconception of first semester on biology subject at 10 grade senior high school. There are seven concepts on first semester such as scope of biology, biodiversity, classification of living things, virus, bacteria, protist, and fungi. The participants consisted ten students from public and private schools. The data collection instrument contains 35 biology test items. The diagnostics instrument were valid and reliable tested on Lawshe’s CVR and Aiken’s V. Initially determined of Lawshe’s CVR that only one item lacked interrater proportion agreement (CVR = -0,2) and Aiken’s V analysis of validity shows only three items had low coefficient of content validity. The findings confirm the results, majority of the students in science class have misconceptions which were caused by incorrect understanding on biology concepts. Highly misconception happens in the protist concept and followed by biodiversity concept.
IDENTIFICATION OF MISCONCEPTIONS IN SCIENCE : TOOLS, TECHNIQUES & SKILLS FOR TEACHERS
Aarhat Multidisciplinary International Education Research Journal (AMIERJ), 2019
Science is the systematic study of the nature. The systematic refers to rational & logical sequences. Science as a discipline consists of terms, concepts principles etc. The theory building is based on terms, concepts and postulates. Knowledge is conducted by an individual through various experiences, interactions. The mode of information which is assimilated and accommodated creates conceptions, misconceptions and alternative conceptions in students. Teacher as a facilitator and leader of the classroom need to identify the sources of misconceptions along with should have a strong theoretical base and knowledge of misconceptions identification tools, techniques, strategies, skills etc. In the present paper researcher had made an attempt to provide a overarching view of misconceptions in science and its sources, tools and techniques. The present paper is heavily rely on secondary source of data.
Eliminate Misconception in Learning
Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018), 2019
This article aims to examine the actions taken by the teacher to eliminate misconceptions in learning, the focus of which is to explore the actions taken by the teacher towards students either through learning media or learning models. Three strategies are used to identify the studies included in the review: (a) search for reference databases, (b) journal searches, and (c) prior research searches (i.e. review of reference lists from relevant literature reviews and relevant articles). The literature review was conducted to find methods developed to eliminate student misconceptions. The conclusion is that students' ability to understand concepts must be supported by learning media or learning methods so that misconceptions do not occur. Especially if the sub-subjects are required to do lab work. Then the practicum becomes mandatory, if not, students will experience difficulties in understanding, especially if it is only limited to the concepts described verbally. Keywords—misconce...
Evaluating students' misconceptions by means of diagnostic multiple choice items
Research in Science Education, 1986
In most misconceptions research, the usual means for obtaining information about students' m isconceptions has been through individual student interviews and/or open-ended response questions on specific science topics. and have described a variety of interview formats or procedures for conducting these interviews. The two most commonly used procedures by researchers are interviewsabout -instances and interviews -about -events. Some researchers such as have used an interview format which is a mixture of these procedures.
During past two decades, a significant body of research has focused on students' understandings of scientific phenomena. Among them, investigations into students' understanding of biological concepts indicate that students of varying ages possess misconceptions about biology eoneepts. Edueators agree that prevalenee of miseoneeptions among students not only presents a serious obstaelc to learning in biology but alsa interfere with further learning. To promote effective and meaningful learııing, there is a need to identify the causes of such miseoneeptions and find ways to rectify them or prevent them from occuring. Therefore, this review beriefly sumıııari/~s the findings of misconception research studies to refocus our efforts on ways of effective lasting conceptual change in biology.