An alternative method in identifying misconceptions: structured communication grid

Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion

“…This misconception occurs both for students from science and non-science in high school backgrounds. This is consistent with the results of previous studies (such as Bani-Salameh, 2017;Anggoro, et al, 2017;Kiray et al, 2015;Halim, et al, 2014;Cepni & Sahin, 2012;Tasdere & Ercan, 2011;Darling, 2012 ;Allen, 2010;Unal, 2008;Unal & Costu, 2005;Yin, et al, 2008;She, 2002) which concluded that students, teachers and prospective teachers experienced misconceptions about Force and Motion. Misconception is not changed to scientific conception easily because it was formed from elementary school.…”

“…An object can be said to sink if the object drops to the bottom of the water because the weight of the object is greater than the density of water. But the results of previous studies (such as Kaltakci & Didi, 2007;Libarkin, et al, 2003;Potvin & Cyr, 2017;Tasdere & Ercan, 2011;Unal, 2008;Yin, et al, 2008) show that students experience misconceptions that the sinking or floating of an object is influenced by the mass and shape of the object. Every particle in this universe will experience the attraction with one another.…”

“…Figure 2 indicates that most participants have a misconception about the concept that objects that are heavier than water will sink and those lighter than water will float. Several previous studies (such as Anggoro, Widodo & Suhandi, 2017;Kiray et al, 2015;Cepni & Sahin, 2012;Tasdere & Ercan, 2011;Allen, 2010;Unal, 2008;Unal & Costu, 2005;Yin, Tomita, & Shavelson, 2008) concluded that students, teachers, and preservice elementary teachers experienced the same misconception about the concept of floating or sinking objects in water.…”

Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers

“…When the problem was not posed in Archimedes’ terms, force was usually not among the recorded misconceptions. Of course, when problems focused on the submerged volume of objects (Tasdere & Ercan, ) instead, misconceptions about the effects of this volume were predominant, and so on. Displayed—and apparently prevalent—misconceptions therefore appear to be context‐related and not necessarily prevalent per se .…”

“…The field has focused much of its efforts on identifying—and finding the roots—of the most common non‐scientific ideas (oftentimes called “misconceptions”) in various scientific disciplines (e.g., Arslan, Cigdemoglu, & Modeley, ; Tasdere & Ercan, ), describing conceptual change (Vosniadou, ), and understanding which teaching operations can favor it (Duit & Treagust, ).…”