Eliminate with Created Argument Environment after Evaluated and Categorized Misconceptions in an Ontological Sense

Topalsan, Ayşegül Kinik; Bayram, Hale

doi:10.14689/ejer.2017.69.1

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Another reason the concept cartoon successfully starts cognitive conflict may be its daily life context. Misconceptions often originate and are consolidated by individuals' daily life experiences (Kinik Topalsan & Bayram, 2019). Therefore, the concept cartoon demonstrating a daily life situation about circular motion may evoke or excite a dormant centrifugal force misconception and initiate a cognitive conflict.…”

Section: Discussionmentioning

confidence: 99%

Animated Concept Cartoons as a Starter for Cognitive Conflict in Online Science Learning: A Case of Circular Motion

Özdemir¹

2022

J. Sci. Learn.

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Before taking formal science education, learners usually construct preconceptions based on their daily life experiences, many of which are scientifically unacceptable misconceptions. In formal science learning, new concepts often contradict these misconceptions. To correct a misconception, it is first needed to create dissatisfaction about it by initiating cognitive conflict. This study aims to create an animated concept cartoon about circular motion and evaluate its usability to start cognitive conflict about centrifugal force misconception in online learning. This is a one-group quasi-experimental study whose participants are 110 undergraduate students with non-science backgrounds. An animated concept cartoon about circular motion and an online data collection instrument were developed and implemented for the participants. Results showed that half of the participants might be considered to be in a status of cognitive conflict after reading the animated concept cartoon. In addition, participants' overall satisfaction with the animated concept cartoon was found to be relatively high. Participants' satisfaction with the animated concept cartoon was equal for students with and without cognitive conflict. In the context of these findings, the animated concept cartoon may be considered an enjoyable and useful learning activity to initiate cognitive conflict in online science learning.

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Section: Discussionmentioning

confidence: 99%

Animated Concept Cartoons as a Starter for Cognitive Conflict in Online Science Learning: A Case of Circular Motion

Özdemir¹

2022

J. Sci. Learn.

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“…Teachers have implemented various solutions to remediate student misconceptions, such as developing question instruments (Anam et al, 2019;Kaniawati et al, 2019;Kınık Topalsan & Bayram, 2019;Kiray & Simsek, 2021;Tumanggor et al, 2020) augmented reality (Altmeyer et al, 2020;Gnidovec et al, 2020;Sahin & Yilmaz, 2020;Thees et al, 2020;Turan & Atila, 2021;X. Zhou et al, 2020), teaching method (Fauth et al, 2019;Gómez-Carrasco et al, 2020;Moodley & Gaigher, 2019;Rasmitadila et al, 2020).…”

Section: Figure 1 Network Visualization Misconceptions and Conceptual...mentioning

confidence: 99%

Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

Amiruddin,

Samsudin,

Suhandi

et al. 2024

INT J EDUC METHODOL

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<p style="text-align:justify">This paper explores information related to misconceptions and conceptual change during the last thirty years 1992-2022 to be used as a preliminary study in science education. This study used bibliometric analysis with the help of the Scopus database. This paper used a bibliometric analysis study with the Scopus database and the help of MS Excel, VosViewer, and Rpackage software to visualize the data obtained. The results of this research found that Indonesian researchers have contributed the most in terms of the number of documents published in Australia and the United States. Additionally, research on these two topics has decreased since 2019 due to the Covid-19 pandemic. In addition, these findings present trends in the areas of misconceptions and conceptual change that can be used as baseline data for future research. Studies related to misconceptions will continue to develop because they cannot be separated from the inside of education, whether at any level of elementary school, middle school, or college. This is an opportunity that must be taken advantage of by institutions and policies in an effort to improve and create quality of education, teacher resources, and students.</p>

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The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills

Uzuntiryaki-Kondakçı

Tüysüz

Sarici

et al. 2021

International Journal of Science Education

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Eliminate with Created Argument Environment after Evaluated and Categorized Misconceptions in an Ontological Sense

Cited by 4 publications

References 15 publications

Animated Concept Cartoons as a Starter for Cognitive Conflict in Online Science Learning: A Case of Circular Motion

Animated Concept Cartoons as a Starter for Cognitive Conflict in Online Science Learning: A Case of Circular Motion

Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills

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