Conceptual Change Texts to Improve Teachers’ Misconception at Verbal and Visual Representation on Heat Conduction Concept

R. S. Anam(1), A. Widodo(2), W. Sopandi(3),

DOI: https://doi.org/10.15294/jpfi.v16i2.20742


(1) Pendidikan Guru Sekolah Dasar, Sekolah Tinggi Keguruan dan Ilmu Pendidikan Sebelas April, Indonesia
(2) Program Studi Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Indonesia
(3) Program Studi Pendidikan Dasar, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Indonesia

Abstract

Heat Conduction is a scientific concept that related to daily life. Learning about heat conduction is usually only discussed at the macroscopic level, whereas at the sub-microscopic level never be a concern from elementary students until to the teachers. This study aims to identify the effect of using Conceptual Change Text on the teacher's representation on the  heat conduction concept. A quasi-experimental method using a one-group pretest-posttest design was used in this study. The instrument was a diagnostic test, the data were analyzed from the comparison of participants' representations (5 elementary teachers) before and after treatment, the results showed that teacher representation was better after treatment. This research also reinforces that the representation of the sub-microscopic level is an important aspect of the learning process. Science learning needs to be developed and equipped up to the sub-microscopic level both verbal or visual to make science lessons more meaningful and easily understood by students.

Keywords

Heat Conduction, Sub-microscopic level, Diagnostics test

Full Text:

PDF

References

Adadan, E., Irving, K. E., & Trundle, K. C. (2009). Impacts of multi-representational instruction on high school students’ conceptual understandings of the particulate nature of matter. International Journal of Science Education, 31(13), 1743–1775. https://doi.org/10.1080/09500690802178628

Adadan, E., Trundle, K. C., & Irving, K. E. (2010). Exploring Grade 11 students’ conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction. Journal of Research in Science Teaching, 47(8), 1004–1035. https://doi.org/10.1002/tea.20366

Anam, R. S., Widodo, A., & Sopandi, W. (2017). Representation of Elementary School Teachers on Concept of Heat Transfer. Journal of Physics: Conference Series, 895 (2017)(012159), 1–6. https://doi.org/10.1088/1742-6596/895/1/012159

Anam, R. S., Widodo, A., & Sopandi, W. (2019). Teachers, pre-service teachers, and students understanding about the heat conduction. Journal of Physics: Conference Series, 1157(2), 1–7. https://doi.org/10.1088/1742-6596/1157/2/022012

Atwood, R. K., Christopher, J. E., Combs, R. K., & Roland, E. E. (2010). In-Service Elementary Teachers’ Understanding of Magnetism Concepts Before and After Non-Traditional Instruction. Sci. Educator, 19(1), 64–76. Retrieved from http://www.etsu.edu/cas/math/mathexcellence/documents/2010_Spring__Vol_19-_No_1__Science_Educator.pdf#page=66%5Cnpapers3://publication/uuid/4DCC9CE0-76E3-4415-9156-524CBD810E3D

Bahar, M., Ozel, M., Prokop, P., & Usak, M. (2008). Scientific student teachers’ ideas of the heart. Journal of Baltic Science Education, 7, 78–85.

Ball, L. D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554

Banda, A., Mumba, F., Chabalengula, V. M., & Mbewe, S. (2011). Teachers’ understanding of the particulate nature of matter: The case of Zambian pre-service science teachers. Asia-Pacific Forum on Science Learning and Teaching, 12(2), 1–16.

Çoruhlu, T. Åž. (2017). Pre-Service Science Teachers ’ Conceptions of the “ Conduction of Heat in Solids â€. Journal of Baltic Science Education, 16(2), 163–174.

Daehler, K. R., & Shinohara, M. (2001). A Complete Circuit is a Complete Circle : Exploring the Potential of Case Materials and Methods to Develop Teachers ’. Research in Science Education, 31, 267–288.

Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essays, 5(2), 235–247. https://doi.org/10.1073/pnas.1306508110

Flores, I. M. (2015). Developing preservice teachers ’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1–19.

Jansoon, N., Coll, R. K., & Somsook, E. (2009). Understanding Mental Models of Dilution in Thai Students. International Journal of Environmental & Science Education. International Journal of Environment & Science Education, 4(2), 147–168.

Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x

Köse, S. (2008). Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Science Journal, 3(2), 283–293. Retrieved from papers3://publication/uuid/758267A6-5EC4-48F5-AA77-C623E2E11B46

Krall, R. M. N., Lott, K. H., & Wymer, C. L. (2009). Inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration. Journal of Science Teacher Education, 20(1), 41–55. https://doi.org/10.1007/s10972-008-9117-4

Lee, C. Q., & She, H. C. (2010). Facilitating students’ conceptual change and scientific reasoning involving the unit of combustion. Research in Science Education, 40(4), 479–504. https://doi.org/10.1007/s11165-009-9130-4

Liu, X., & Lesniak, K. M. (2005). Students’ progression of understanding the matter concept from elementary to high school. Science Education, 89(3), 433–450. https://doi.org/10.1002/sce.20056

Ozkan, G., & Selcuk, G. S. (2015). Effect of Technology Enhanced Conceptual Change Texts on Students’ Understanding of Buoyant Force. Universal Journal of Educational Research, 3(12), 981–988. https://doi.org/10.13189/ujer.2015.031205

Papageorgiou, G., Johnson, P., & Fotiades, F. (2008). Explaining melting and evaporation below boiling point. Can software help with particle ideas? Research in Science & Technological Education, 26(2), 165–183. https://doi.org/10.1080/02635140802037336

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/JST.JSTAGE/jnms/75.361 [pii]

Rollnick, M. (2017). Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development. Research in Science Education, 47(4), 833–868. https://doi.org/10.1007/s11165-016-9530-1

Snir, J., Smith, C. L., & Raz, G. (2003). Linking Phenomena with Competing Underlying Models: A Software Tool for Introducing Students to the Particulate Model of Matter. Science Education, 87(6), 794–830. https://doi.org/10.1002/sce.10069

Sopandi, W., Kadarohman, A., Rosbiono, M., Latip, A., & Sukardi, R. R. (2018). The Courseware of Discontinuous Nature of Matter in Teaching the States of Matter and Their Changes. International Journal of Instruction, 11(1), 61–76. https://doi.org/10.12973/iji.2018.1115a

Supriyatman, Suhandi, A., Rusdiana, D., Samsudin, A., Wibowo, F. C., & Mansyur, J. (2018). Design of Experimental Problem Solving-Based Learning Program to Improve Mental Model and to Enhance Mental-Modeling Ability. Jurnal Pendidikan Fisika Indonesia, 14(July), 73–82. https://doi.org/10.15294/jpfi.v14i2.6279

Tekkaya, C., Cakiroglu, J., & Ozkan, O. (2004). Turkish pre-service science teachers’ understanding of science and their confidence in teaching it. Journal of Education for Teaching: International Research and Pedagogy, 30(1), 57–68. https://doi.org/10.1080/0260747032000162316

Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353–1368. https://doi.org/10.1080/0950069032000070306

Widodo, A., Rochintaniawati, D., & Riandi. (2017). Primary School Teachers’ Understanding of Essential Science Concepts. Cakrawala Pendidikan, 3(XXXVI), 522–528. https://doi.org/10.21831/cp.v36i3.11921

Wu, H. K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821–842. https://doi.org/10.1002/tea.1033

Yilmaz, A., & Alp, E. (2006). Students’ understanding of matter: The effect of reasoning ability and grade level. Chemistry Education Research and Practice, 7(1), 22–31. https://doi.org/10.1039/B5RP90013A

Yilmaz, D., Tekkaya, C., & Sungur, S. (2011). The Comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on student understanding of genetics. International Journal of Science Education, 33(5), 607–628. https://doi.org/10.1080/09500691003657758

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License