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A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation.

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Title: A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation.
Authors: Resbiantoro, Gaguk1 gaguk.resbiantoro@gmail.com, Setiani, Rahyu2, Dwikoranto2
Source: Journal of Turkish Science Education (TUSED). 2022, Vol. 19 Issue 2, p403-427. 25p.
Subject Terms: *Inquiry-based learning, Physics, Periodical articles, Diagnosis
Abstract: The difference between students' ideas and scientific conceptions, is called misconceptions. Physics learning needs to be designed by teachers to eradicate misconceptions. This paper provides a review of 72 international journal articles on diagnosis methods, causes, and ways of remediating misconceptions that have been published between 2005-2020. The results obtained various diagnostic tools for physics misconceptions: interviews, open-ended tests, multiple-choice tests, and multiple-tier tests. Knowledge of some causes and the ability to diagnose becomes the basis for determining remediation strategies or preventing misconceptions. Interviews are suitable for revealing new misconceptions with a few participants, while the four-tier test is more effective for many participants. The most effective remediation strategies through the conceptual change approach are Simulation-Based Experiment, Conceptual Change Texts, and Inquiry-Based Learning. The development of diagnostic tools and remediation methods remains a more challenging topic for future research. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Turkish+Science+Education+%28TUSED%29%22">Journal of Turkish Science Education (TUSED)</searchLink>. 2022, Vol. 19 Issue 2, p403-427. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Periodical+articles%22">Periodical articles</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnosis%22">Diagnosis</searchLink>
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  Data: The difference between students' ideas and scientific conceptions, is called misconceptions. Physics learning needs to be designed by teachers to eradicate misconceptions. This paper provides a review of 72 international journal articles on diagnosis methods, causes, and ways of remediating misconceptions that have been published between 2005-2020. The results obtained various diagnostic tools for physics misconceptions: interviews, open-ended tests, multiple-choice tests, and multiple-tier tests. Knowledge of some causes and the ability to diagnose becomes the basis for determining remediation strategies or preventing misconceptions. Interviews are suitable for revealing new misconceptions with a few participants, while the four-tier test is more effective for many participants. The most effective remediation strategies through the conceptual change approach are Simulation-Based Experiment, Conceptual Change Texts, and Inquiry-Based Learning. The development of diagnostic tools and remediation methods remains a more challenging topic for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.36681/tused.2022.128
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