Textbook-Caused Misconceptions, Inconsistencies, and Experimental Safety Risks of a Grade 8 Physics Textbook

Zajkov, O.; Gegovska-Zajkova, Sonja

doi:10.1007/s10763-016-9715-0

Cited by 25 publications

(16 citation statements)

References 22 publications

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“…This way of thinking inevitably happens because of the similarity of terms and errors in understanding the relationship between concepts. Incorrect or incomplete concepts are caused by several reasons, namely students' wrong generalizations as to their experiences result, misinformation from teacher carelessness, teacher misconceptions, and reflection of misleading information in textbooks (Zajkov et al, 2017), this affects students' conceptual learning (Chazbeck & Ayoubi, 2018;Develi & Namdar, 2019).…”

Section: Causes Of Class XI Science 3 Student Misconceptionsmentioning

confidence: 99%

Exploring Cause of Misconception on Reaction Rate Using 4tmc Diagnostic Test Instrument

Harahap¹,

Novita

Fauziah

et al. 2021

J. penelitian. pendidik. sains

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The research purpose is to explore the cause of misconception on the factors affecting reaction rates using the 4TMC diagnostic test instrument which is reported on the students' conceptions profile, students' misconceptions, and the causes of students' misconceptions. This research was conducted at the class XI science three students senior high school. The result showed that (1) the students’ conceptions profile on the factors affecting reaction rates is 49.77 % misconceptions, 29.55 % did not understand the concept, and 20.68 % understood the concept, (2) the students' misconceptions profile of each sub-material ie misconception of concentration 24.20 %, temperature 21.00 %, surface area 26.03 % and catalyst 28.77 % and there is 5 student (22.73 %) included in the category of high misconceptions, 13 students (59.09 %) medium misconceptions and 4 students (18.18 %) low misconceptions, (3) students’ misconceptions depend on a variety of causes, ie: associative thinking 43.53 %, incomplete reasoning 24.02 %, preconceptions 19.84 %, incorrect intuition 9.96 %, humanistic thinking 2.65 %.

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Section: Causes Of Class XI Science 3 Student Misconceptionsmentioning

confidence: 99%

Exploring Cause of Misconception on Reaction Rate Using 4tmc Diagnostic Test Instrument

Harahap¹,

Novita

Fauziah

et al. 2021

J. penelitian. pendidik. sains

View full text Add to dashboard Cite

show abstract

“…On the third Newton's Law, teacher didn't write negative mark (-) when describing the formula [36]. On textbooks, Zajkov, et al in [10] found that any writers had done accidentally mistakes in electric current and magnetic field that can create misconceptions. Misconception is a condition when someone or students have different conceptions that allowed by the scientist or professional in a field [37].…”

Section: Didactogenic and Misconceptionsmentioning

confidence: 99%

“…Students misconceptions has negative influence on students' motivations [8]. Not only teacher, text book also can cause students misconceptions [9] [10]. Because of that, a teacher must have good understanding about the concept, studying from the book or others reference.…”

Section: Introductionmentioning

confidence: 99%

Accidental Teachers' Mistakes in Solving Physics Probolems: Teachers Didactogenic

Perdana¹,

Jumadi²,

Mahmuda³

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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There are many studies was conducted to analyze the relation between teacher's knowledge and student's achievement. But, none of the study that discuss about teachers accidentally-mistakes in solving physics problem. The aim of this study is to describe didactogenic or the teacher's mistake which accidentally happened that can cause students misconception based on gender. The participants of this study were 6-man teachers and 6-woman teachers who represented six subdistricts in Pontianak City. They were asked to assess about several physics' problems by answer, correct and incorrect. Three concepts in the study were Newton's First Law, Newton's Second Law, and Newton's Third Law. There were eight questions represented the concepts. The Results reveals most of teacher's comments have didactogenic both men and women. There are five (5) men and four (4) women had didactogenic on Newton's First Law, All participants on Newton's Second Law, six (6) men and five (4) women on Newton's Third Law. According to the results of this study, the man teachers have more didactogenic than woman teachers. Incorrect answer can make teachers do more didactogenic than correct answer. This study recommends in order to analyze cause and impact of teachers didactogenic, and how to decrease it.

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“…In Newtonian mechanics, perhaps, the domain most extensively analyzed-researchers have agreed that students' misconceptions about force and motion are the result of day-to-day experiences in the physical world (e.g. Ayar, Aydeniz, & Yalvac, 2015;Zajkov, Gegovska-Zajkova, Mitrevski, 2017). Students have common misconceptions on the work and energy concepts.…”

Section: Introductionmentioning

confidence: 99%

Reconstructing students’ misconceptions on work and energy through the PDEODE*E tasks with think-pair-share

Samsudin¹,

Afif²,

Nugraha³

et al. 2021

tused

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This study aimed to expand PDEODE*E Tasks with the Think-Pair-Share model for reconstructing students' misconceptions on work and energy. The PDEODE*E Tasks with Think-Pair-Share model implemented for students who had not taught the concept of work and energy. The participants include 36 students of tenth grade (22 girls and 14 boys, whose ages ranged from 15 to 16 years) at a senior high school in Bandung, Indonesia. Students' misconceptions evaluated by administering an Energy and Momentum Conceptual Survey (EMCS) comprised of 18 items in the form of four-tier, as pre-and post-test. Furthermore, students' thoughts also elicited using worksheets of seven PDEODE*E tasks. A qualitative approach is used to analyze the test and worksheets. The data analysis had mostly focused on work and energy concepts such as work, energy, and conservation of energy. The findings suggested that PDEODE*E Tasks with Think-Pair-Share model improved students' conceptual understanding and reduced most of their misconceptions despite a little misconception motionless occurred. Teachers can use PDEODE*E tasks with the Think-Pair-Share model to reconstruct students' misconceptions.

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Textbook-Caused Misconceptions, Inconsistencies, and Experimental Safety Risks of a Grade 8 Physics Textbook

Cited by 25 publications

References 22 publications

Exploring Cause of Misconception on Reaction Rate Using 4tmc Diagnostic Test Instrument

Exploring Cause of Misconception on Reaction Rate Using 4tmc Diagnostic Test Instrument

Accidental Teachers' Mistakes in Solving Physics Probolems: Teachers Didactogenic

Reconstructing students’ misconceptions on work and energy through the PDEODE*E tasks with think-pair-share

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