Identification of misconceptions causes of misconceptions of prospective physics teacher candidate using a three-tier diagnostic test with CRI on kinematics of motion static fluids

Mellu, Ruth Novi Kornalia; Langtang, Demeryati; Olbata, Yabes; Laos, Landiana Etni

doi:10.1063/5.0104453

Cited by 2 publications

(2 citation statements)

References 44 publications

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“…Physics is a branch of science that examines facts, symptoms, and natural occurrences (Lori, 2011;Mellu et al, 2022). Fluid is one of the physics materials.…”

Section: Introductionmentioning

confidence: 99%

A scoping review with bibliometric analysis of topic fluid in science education: State of the art and future directions

Misbah,

Hamidah,

Sriyati

et al. 2024

Momentum: Physics Education Journal

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The aim of this scoping review is to provide an overview of scoping reviews in the literature on the topic of fluid science education through bibliometric analysis. The data search was carried out based on the Scopus database, then limitations were carried out based on certain criteria to obtain 146 documents. Publications on this topic have increased, especially in 2019-2023*. Then the author with the most citations was published in an international journal indexed by Scopus with quartile 1. Based on visualization using VOSviewer, 4 clusters were obtained and based on research in the last 2 years, both static and dynamic fluids are often associated with teachers, senior high schools, teaching, student learning, online learning. This research is the basis for further research related to the topic of fluids in science education. For example, fluid topics are rarely studied at the university level.

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“…Physics is a branch of science that examines facts, symptoms, and natural occurrences (Lori, 2011;Mellu et al, 2022). Fluid is one of the physics materials.…”

Section: Introductionmentioning

confidence: 99%

A scoping review with bibliometric analysis of topic fluid in science education: State of the art and future directions

Misbah,

Hamidah,

Sriyati

et al. 2024

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…Therefore, it is necessary to do a misconception detection test first to determine whether a teacher has a misconception. Previous research discussing kinematics misconceptions in students has been widely carried out [12][13][14][15] and also on prospective teachers [16,17] but rarely has research been conducted on active teachers [18]. This research was conducted to determine the profile of physics teacher's understanding of concepts on kinematics.…”

Section: Introductionmentioning

confidence: 99%

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

Admoko,

Suliyanah

2023

J. Phys.: Conf. Ser.

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The role of a physics teacher in learning is to facilitate student activities to construct correct conceptual understanding as that of a scientist. As the primary source of knowledge for students, a physics teacher is required to have the right concept, but this demand is not necessarily fully fulfilled. This study aims to determine the profile of physics teachers’ understanding of concepts on kinematics material detected by a four-tier misconception test. Participants in this study were 20 high school physics teachers in Surabaya. Based on the results of data analysis, it was found that the dominant misconceptions included: (1) Two objects that make the same displacement at the same time interval will have the same velocity, regardless of the type of movement of the two objects (2) Objects that move vertically straight up or down will always have the acceleration of motion equal to the acceleration of gravity which is directed downwards. (3) As long as the object’s position is at positive coordinates, it means the object is moving in the forward direction. (4) The graph of velocity against time, which has a positive gradient, means that the object always moves forward (5) In parabolic motion, the length of time an object is in the air only depends on the length of its path, the longest path will require the longest time. (6) In parabolic motion, the final speed of an object when it lands on the ground depends not only on its initial speed but also on its elevation angle. The findings of several misconceptions above show that even a physics teacher cannot escape misconceptions. Therefore, it is crucial for a teacher to be able to remedy the misconceptions he suffers so that these misconceptions are not transmitted to the students he teaches. This finding is the first step for researchers to detect misconceptions, followed by the application of certain learning methods to remedy misconceptions in future research.

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Identification of misconceptions causes of misconceptions of prospective physics teacher candidate using a three-tier diagnostic test with CRI on kinematics of motion static fluids

Cited by 2 publications

References 44 publications

A scoping review with bibliometric analysis of topic fluid in science education: State of the art and future directions

A scoping review with bibliometric analysis of topic fluid in science education: State of the art and future directions

Could Physics Teachers Also Have Misconceptions on Basic Kinematics?

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