The use of astronomy questions as an instrument to detect student's misconceptions regarding physics concepts at high school level by using CRI (Certainty of Response Index) as identification methods

Utami, Dinna; Wulandari, Heny

doi:10.1088/1742-6596/771/1/012027

Cited by 5 publications

(6 citation statements)

References 2 publications

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“…Several studies [61][62][63][64][65][66][67][68][69][70] have identified some factors that contribute to the emergence of misconceptions in physics. First, these studies point to students' low comprehension of physical concepts, and their tendency to memorize formulas and concepts without really understanding them [61][62][63][64][65][66][67][68][69][70]. This results in a limited ability to analyze problems, and difficulties when establishing relationships between quantities and formulas.…”

Section: Causes and Effects Generated By Misconceptions In Physicsmentioning

confidence: 99%

Misconceptions in the Learning of Natural Sciences: A Systematic Review

Guerra-Reyes,

Guerra-Dávila,

Naranjo-Toro

et al. 2024

Education Sciences

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The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in the learning of physics held by high school students. Under the PRISMA guidelines, the research consisted of a systematic literature review in three databases: Scopus, WoS, and Dimensions. Data visualization and analysis were supported by the following tools: VOSviewer, Bibliometrix, and ATLAS.ti. It was concluded that misconceptions do not solely depend on students’ behavior; teacher training and preparation also have a direct influence on this issue. The main factors include persistent use of the didactic model of transmission–reception, the influences of students’ daily experiences, decontextualization of the addressed content, limited development of research skills, usage of inadequate teaching methods, texts full of formulas, and exaggerated schemas. Physics stands out as the most studied discipline, in terms of misconceptions. Several topics were identified that contained misconceptions grouped into four main subject areas: thermodynamics, waves and sound, mechanics, and radiation and light.

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Section: Causes and Effects Generated By Misconceptions In Physicsmentioning

confidence: 99%

Misconceptions in the Learning of Natural Sciences: A Systematic Review

Guerra-Reyes,

Guerra-Dávila,

Naranjo-Toro

et al. 2024

Education Sciences

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“…Our project is supported and financed by T.I.M.E. (Top Industrial Managers for Europe) 4 , an association of Technical Universities and Engineering Schools whose main purpose is to facilitate the exchange of students for Double Master Degrees in Engineering. The 54 members (most of them from European countries, but also from Australia, Brazil, China, Japan, Russia and Turkey) have a strong international dimension in their research, teaching and industrial relations and all are committed to international cooperation, exchange and recognition of studies abroad.…”

Section: Acknowledgementsmentioning

confidence: 99%

“…Indeed, they attend the lectures taking with them the ideas and concepts which they have accrued from their previous learning and experience. Unfortunately, since the early 1970s it has been pointed out that a lot of these higher education students' ideas on some Physics topics are incorrect [2,3,4]. With relation to these erroneous viewpoints, the term "misconceptions" was introduced for the first time in 1972 [5] in the context of a research focused on elementary school children.…”

Section: Introductionmentioning

confidence: 99%

Highlight Misconceptions in Physics: A T.I.M.E. Project

Bozzi¹,

Ghislandi²,

Tsukagoshi³

et al. 2019

INTED2019 Proceedings

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Since the early 1970s it has been pointed out that many higher education students have a fairly large number of mistaken ideas on some Physics topics. Indeed, the term "misconceptions" was introduced for the first time in 1972. This theme is worthy of investigation in order to improve the students' outcomes in basic Physics courses and to tackle the issue of the growing number of dropouts. Consisting of three main stages closely connected with each other, our research aims at identifying, comparing and overcoming the most significant and widespread misconceptions shown by first-year university students enrolled for engineering, in relation to their basic knowledge of Physics, with specific reference to Mechanics, Thermodynamics and Electromagnetism. It is being developed by Politecnico di Milano [ITA] along with Doshisha University [JAP] and Bauman Moscow State Technical University [RUS], which offer Physics and Engineering courses, as well as with Università degli Studi di Trento [ITA], which provides pedagogic support. First of all, data about the above mentioned misconceptions were gathered by each technical institution through the use of an ad hoc test, which consisted of 12 multiple choice quizzes administered to about 750 students attending the 7 courses globally involved in the research. Hence, misconceptions related to the main macro-areas were further classified according to specific headings, i.e. kinematics, heat engine, electric field, among others. Secondly, the misconceptions expressed by the students attending the different universities involved in the research were compared. They appear to be broadly widespread among the freshmen, with Electromagnetism being the macro-area where the students' results are the worst. Throughout the third and final stage of our study, a trial video has been produced to enable students to overcome some significant misconceptions.

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“…In addition, the combination of two-tier instrument with CRI has been proven effective in knowing students' conceptions (Diani et al, 2019;Hasan et al, 1999;Hasan, Bagayoko, & Kelley, 2016;Helmi et al, 2019). CRI (Certainty of Response Index) is the measure of respondents' confidence or certainty level in answering each question given.…”

Section: Figure 1 Graphic Of Students' Conceptual Understandingmentioning

confidence: 99%

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

Cahyanto

Ashadi

Saputro

2019

jipi

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Every teacher has experiences to identify and find out students who have misconceptions in their classrooms. Misconceptions that occur can differ between male and female students. The purpose of this study was to analyze the effect of gender on misconceptions in the lesson of the material classification and its changes. The survey-aiming method was used in this study. A total of 62 students from one of the state junior high schools in the city of Surakarta consisting of 34 male students and 28 female students were involved as the subjects in this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic instrument that was equipped with the Certainty of Response Index method. The formulation of this study problem was: “How are the differences of misconceptions between male and female students in learning the material classification and its changes?” This study showed that female students tended to have misconceptions on the competency achievement indicator vis-a-vis explaining the understanding of elements, compounds and mixtures, while male students tended to have misconceptions on the competency achievement indicator pertinent to distinguishing elements, compounds, and mixtures. In general, female students had better conceptual knowledge than male students. The two-tier multiple-choice instrument could be used as an alternative instrument to identify misconceptions among students. The results of this study are expected to be a reference for educators to identify and resolve students’ misconceptions

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The use of astronomy questions as an instrument to detect student's misconceptions regarding physics concepts at high school level by using CRI (Certainty of Response Index) as identification methods

Cited by 5 publications

References 2 publications

Misconceptions in the Learning of Natural Sciences: A Systematic Review

Misconceptions in the Learning of Natural Sciences: A Systematic Review

Highlight Misconceptions in Physics: A T.I.M.E. Project

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

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