Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community

Potvin, Patrice; Hasni, Abdelkrim; Sy, Ousmane

doi:10.31756/jrsmte.312

Cited by 2 publications

(1 citation statement)

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“…Misconceptions about free fall persist among students and teachers, particularly in elementary school (Anggoro et al, 2019a(Anggoro et al, , 2019bAnggoro et al, 2020aLemmer, 2018;Millham & Isabelle, 2013;Potvin et al, 2020;Potvin & Cyr, 2017;Tuningsih et al, 2020). Misconceptions are difficult to change when using traditional methods of learning Anggoro et al, 2020b;Bani-Salameh, 2017;Halim et al, 2019Halim et al, , 2020.…”

Section: Introductionmentioning

confidence: 99%

Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model

Anggoro

Widodo²,

Badarudin³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Students and even teachers, particularly in elementary schools, continue to have misconceptions about free fall. When using traditional learning methods, it is difficult to change these misconceptions. The purpose of this article is to reconstruct elementary school students' conceptions using a reflective conceptual change model (RCCM) aided by visual multimedia. The research design is quasi-experimental. The participants in this study were grade 4 elementary school students, 20 of whom were female and 10 of whom were male. A four-tiered test and an observation sheet were used as research instruments. Using data analysis, the findings revealed that all students had a new perspective on free fall. Male students improved their conceptual revisions better than female students. There are 90% of male students experiencing a conceptual change from misconception to scientific conception, compared to 15% of female students. RCCM assisted by visual multimedia can improve students' conception to a higher level

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Section: Introductionmentioning

confidence: 99%

Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model

Anggoro

Widodo²,

Badarudin³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

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Empowering professional learning communities of secondary science teachers to uncover and address their students’ misconceptions via research-oriented practices

Potvin,

Boissard,

Durocher

et al. 2024

Front. Educ.

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The Partnership for the Development and Success of Science Education in Secondary Schools project seeks to improve science education by fostering a dynamic environment for professional development and teacher-led inquiry within professional learning communities (PLCs). Addressing the long-standing problem of outdated pedagogical approaches, the initiative encourages secondary science teachers to actively engage in action research to identify and/or address student misconceptions of scientific concepts. Through collaboration with professional development leaders and university experts, teachers are empowered to implement and refine evidence-based instructional strategies and cultivate a culture of ongoing professional growth and reflective practice. The partnership emphasizes the importance of bridging the gap between educational research and classroom practice to improve the quality and effectiveness of science education. The project aims to bring about a positive change in teachers’ instructional practices and reflections and an increased alignment with contemporary educational standards and evidence-based practices.

show abstract

Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community

Cited by 2 publications

References 24 publications

Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model

Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model

Empowering professional learning communities of secondary science teachers to uncover and address their students’ misconceptions via research-oriented practices

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