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 |
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| Language: | English |
| Authors: | Resbiantoro, Gaguk (ORCID |
| Source: | Journal of Turkish Science Education. 2022 19(2):403-427. |
| Availability: | Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Science Education, Physics, Scientific Concepts, Misconceptions, Error Correction, Science Experiments, Concept Formation, Inquiry, Teaching Methods, Elementary Secondary Education, Higher Education |
| ISSN: | 1304-6020 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1360557 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1304-6020 |
