Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion

Abstract

Both students and teachers have misconceptions about Force and Motion, often caused by teachers not being well-prepared to teach the accepted scientific theory. Besides, teachers rarely or never use a cognitive conflict strategy in their teaching. The present study is aimed at investigating the use of a discrepant event to facilitate preservice elementary teachers' conceptual change on Force and Motion concepts. The main objectives were to (1) investigate conceptual changes in Force and Motion concepts and (2) track students' conceptual change and their learning progression of these concepts. The research method used an intervention with a mixed method design. Second-semester students (N=120) participated in this study. The research instrument consisted of background information of respondents and their belief of conceptions about Force and Motion. The preliminary study using Direct Instruction and discussion methods. Once students' conceptual change profiles were known, remedial teaching was conducted through Reflective Conceptual Change Modelassisted Visual Multimedia. The research findings have shown that a discrepant event could help participants engage in conceptual change and have better explanations than before. The profile of their conceptual change and pattern of learning progression are discussed.

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

“…According to Arends (2012), excellent teachers begin their lessons by explaining goals, establishing learning sets, and getting student attention. Teachers' behaviors at the beginning of learning influence the willingness, motivation, and formation of learners' beliefs about what they will learn (Anggoro et al, 2019). Besides, presenting contradictory information or anomalous data or discrepant event at the beginning of learning is often essential to encourage student interest and ensure the emergence of fundamental knowledge (Ambrose & Lovett, 2014).…”

“…The low critical thinking ability of pre-service teachers is thought to have something to do with the implemented teaching process (Wlodkowski & Ginsberg, 2017). The conventional or traditional teaching model applied such as lecturing (Anggoro et al, 2019) cannot facilitate the development of learners' critical thinking ability (Hammond et al, 2015) because students learn through the preaching and explanation of teachers that cause undeveloped learners' cognitive skills and weak reasoning skills (Hong & Chai, 2017). Therefore, for improving the quality and facilitate the development of critical thinking of pre-service teachers, it is mandatory to find out alternative solutions to it.…”

“…This is where intervention the importance of critical thinking, and critical thinking of learner has been growing by conflict-cognitive learning strategies (Akmam et al, 2018). However, according to Piaget (in Anggoro et al, 2019), the main point when conflict-cognitive strategies are conditioned in learning is the occurrence of unadapted responses in which participants are not aware of the existence of conflict so that it affects the desired learning outcomes. As a result, students' understanding tends to rely on intuition and tactile experiences (Vicovaro, 2014).…”

Jordanian pre-service physics teacher's misconceptions about force and motion

“…There are many methods of gathering information about understanding the common difficulties students exhibit in learning conceptual physics. The most frequently used methods: the open-ended questions (Eisen &Stavy, 1988), two-tier diagnostic test (Haslam & Treagust,1987) concept mapping (Hazel & Prosser,1994), prediction-observation-explanation (Liew& Treagust,1995), interviews about instances and events (Osborne&Cosgrove,1983), interviews about concepts (Scaife&Abdullah,1997;Martín-Blas,Seidel& Serrano-Fernándeza,2010), drawings (Martlew& Connolly, 1996), interactive engagements versus traditional methods (Hake,1998), word association (Bahar, Johnstone, & Sutcliffe, 1999), analogies (Yerrick et al 2003),web-based physics software program (Demirci, 2005), the force concept inventory (FCI) (Hestenes et al,1992;Savinainen & Scott,2002),attitude treatment interaction (ATI) (Demirci,2001),tacit and explicit knowledge (Taber, 2013;Collins, 2010),conceptual change oriented interactive lecture demonstrations (YudiKurniawanet al, 2016), cluster analysis (C. Fazio et al, 2018), item response theory ( Wang & Bao, 2010;Scottand & Schumayer, 2015),discrepant event (Anggoro, Widodo, Suhandi, & Treagust, 2019), and Modified Module Analysis (MMA) (James Wells et al, 2019).Recently, researchers applied network analytic techniques to explore the structure of the incorrect responses to the Force Concept Inventory (FCI) test by identifying communities of incorrect responses which could be mapped on to common misconceptions (De Vico et al, 2014;Lop´ezPe˜na et al, 2012;Newman, 2018).Numerous studies documenting the students' misconceptions in many specific topics in physics education (Viennot, 1979;Hake,1998;Trumper, 1999;Mestre,2001;Demirci, 2001;…”

“…In addition, determine whether there is a common about the insufficient (or incorrect) ideas of the Jordanian pre-service physics teachers have about these concepts. Consequently, the misconception about force and motion concepts that affect student' further learning or achievements has to be reduced because students that hold on misconceptions tend to ignore the related concepts with their misconception (Azman, et.al, 2013;Anggoro et al, 2019)and the misconception could be widespread to the next generation of pre-service physics teachers.…”