Optimizing Students’ Conceptual Understanding on Electricity and Magnetism through Cognitive Conflict-Based Multimode Teaching (CC-BMT)

Samsudin, Achmad; Suhandi, Andi; Rusdiana, Dadi; Kaniawati, Ida; Fratiwi, Nuzulira Janeusse; Zulfikar, A.; Muhaemin, Muhammad; Hermita, Neni; Mansur, .; Wıbowo, Firmanul Catur; Supriyatman,; Malik, Adam; Çoştu, Bayram

doi:10.1088/1742-6596/1204/1/012027

Cited by 10 publications

(7 citation statements)

References 12 publications

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“…Items are rated on a 5-point scale and each scale an 'a' revealing negative attitude and a 'b' statement revealing a positive attitude (see Figure 1). The first scale To ensure content validity of the study instruments, the instrument was presented to four research experts before its adoption to ensure that it matched the problem under investigation as recommended by scores (Gay, Mills & Airasian, 2012;Samsudin et al, 2019). The experts were selected from Secondary Science and Mathematics Teachers (SESEMAT) association in Uganda, and from the department of science education in the University of Rwanda College of Education and Mbarara University of Science and Technology and were requested to indicate whether the items were relevant to the problem under investigation.…”

Section: Data Collection Methodsmentioning

confidence: 99%

Effect of problem-based learning on students’ attitude towards learning physics: a cohort study

2022

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Background: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at determining the effect of problem-based learning on students’ attitude towards learning physics. Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The participants of the study were 419 13th-grade physics students of the 2020/2021 school year in both Ugandan government and private secondary schools. Among these students, one group was taught using problem-based learning instruction while another group was taught using traditional instruction for 12 weeks. Data were collected using a standardized tool called Views About Science Survey. Using Microsoft Excel 2016 and Statistical Package for Social Scientist version 23.0, descriptive and inferential statistics were used to determine a significant difference between experiment and control groups. Results: It was found that both problem-based learning and traditional instructions caused a statistically significant positive effect on students’ attitudes towards physics. However, the experimental group gained more positive attitude than the control group as they were more inclined towards the expert-like attitude (thinking like a scientist in a domain) than their counterparts due to the problem-based learning approach they learned in. Conclusions: Therefore, it was concluded that problem-based learning is a more effective method of teaching physics than traditional methods. Hence, we suggest that secondary school teachers need to adopt the use of problem-based learning in the teaching of science concepts, especially physics.

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Section: Data Collection Methodsmentioning

confidence: 99%

Effect of problem-based learning on students’ attitude towards learning physics: a cohort study

2022

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“…Although they used different terms to explain the misconceptions, all these studies found that learners held similar misconceptions about electricity concepts to the point of saturation (Cohen et al, 1983;Dupin & Joshua, 1987;Fredette & Lochhead, 1980;Fredette & Clement, 1981;McDermott & Shaffer, 1992;Picciarelly et al, 1991aPicciarelly et al, , 1991bShipstone, 1984). Recent studies are focused on how to eliminate learners' misconceptions about electricity concepts (Hesti et al, 2017;Mahmudiah et al, 2019;Mataka & Taibu, 2020;Ramnarain & Moosa, 2017;Samsudin et al, 2019;Suma et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Various approaches have been developed by science educators to deal with students' misunderstandings in electricity. These including approaches such as Multi Step Inquiry (Mataka & Taibu, 2020), multiple-choice conception diagnostic tests from tiers one to four (Marhadi et al, 2019;Hermita et al, 2017;Ramnarain & Mossa, 2017;Suma et al, 2019), virtual labs (Samsudin et al, 2019) and computer simulation (Bakri & Muliyati, 2019;Fallon, 2019;Ramnarain & Mossa, 2017). However, the results showed that no single method can accommodate all concepts.…”

Section: Introductionmentioning

confidence: 99%

The Use of Concept Cartoons in Overcoming The Misconception in Electricity Concepts

SIONG

TYUG

Phang

et al. 2023

Participatory Educational Research

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Electricity is a very important concept in learning Physics. Mastering this concept can make learning Physics meaningful and relatable to real life problems. However, literature indicates that students have poor conceptual understanding of concepts about electricity. The current research aims to improve Form 5 (aged 17 years) students’ understanding of direct current circuits by using Concept Cartoons Worksheets. Concept Cartoons are A single-group pre-test/post-test investigation was carried out using seven Concept Cartoons Worksheets designed to address common conceptual misconceptions about direct current circuits with a total of 30 physics student participants. The seven Concept Cartoons were modified based on the Concept Inventory Test “Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). Concept Cartoons Worksheets were used to correct students’ misconceptions about direct current circuits and to increase their level of conceptual understanding. The data collected were analysed quantitatively to obtain percentages, means, and t-test values. The descriptive statistics showed an increase in the level of student’s conceptual understanding after the use of Concept Cartoons. The t-test analysis reported that the difference was significant. The results show that Malaysian students do have misconceptions about electricity concepts. However, Concept Cartoons Worksheets are effective to overcome students’ misconceptions about electrical concepts, specifically toward current circuits. Concept Cartoons are not only effective in overcoming misconceptions among students, they are also refreshing and unique because of the cartoons presented while relating to Physics concepts that are abstract.

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“…Traditionally, teachers use direct instruction in teaching, which does not effectively promote 'students' understanding of the subject concepts (Samsudin et al, 2019). Mineo et al (2010) emphasized that teachers must employ innovative teaching approaches that lead to observable and measurable positive changes in 'students' learning.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Professional Training on In-service Secondary School Physics 'Teachers' Motivation to Use Problem-Based Learning

Kanyesigye

Uwamahoro²,

Kemeza³

2022

IJLTER

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Professional training for in-service teachers is at an utmost level to improve their teaching practices. Therefore, this study aimed to assess the effect of professional training on in-service secondary school physics teachers' motivation to use Problem-Based Learning (PBL). A pre-and posttest quasi-experimental design was used to conduct the study. A two-day professional training on PBL was delivered as an independent variable, while teachers' motivation to use PBL was conceived as the dependent variable. The study involved fifty (50) in-service physics teachers (20 in control and 30 in the experimental group) from 25 secondary schools in four districts of Southwestern Uganda. Data were analyzed with SPSS v.23.0 using descriptive statistics, and paired, and independent samples t-test. The findings indicated a high statistically significant (p<.05) positive change and a greater motivation to use PBL among teachers who received professional training in PBL compared to those who did not receive it. It was recommended that the Government, in conjunction with school administrators, regularly organize similar training and, if possible, for all teachers national wide.

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Optimizing Students’ Conceptual Understanding on Electricity and Magnetism through Cognitive Conflict-Based Multimode Teaching (CC-BMT)

Cited by 10 publications

References 12 publications

Effect of problem-based learning on students’ attitude towards learning physics: a cohort study

Effect of problem-based learning on students’ attitude towards learning physics: a cohort study

The Use of Concept Cartoons in Overcoming The Misconception in Electricity Concepts

The Effect of Professional Training on In-service Secondary School Physics 'Teachers' Motivation to Use Problem-Based Learning

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