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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
Language: English
Authors: Resbiantoro, Gaguk (ORCID 0000-0002-7377-9321), Setiani, Rahyu (ORCID 0000-0003-1966-9698), Dwikoranto (ORCID 0000-0002-5215-0452)
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
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  Data: A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation
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  Data: <searchLink fieldCode="AR" term="%22Resbiantoro%2C+Gaguk%22">Resbiantoro, Gaguk</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7377-9321">0000-0002-7377-9321</externalLink>)<br /><searchLink fieldCode="AR" term="%22Setiani%2C+Rahyu%22">Setiani, Rahyu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1966-9698">0000-0003-1966-9698</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dwikoranto%22">Dwikoranto</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5215-0452">0000-0002-5215-0452</externalLink>)
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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.
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        StartPage: 403
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Science Experiments
        Type: general
      – SubjectFull: Concept Formation
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      – SubjectFull: Inquiry
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Higher Education
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      – TitleFull: A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation
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