Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODE*E (CS-PDEODE*E) on Newton’s Laws

N. J. Fratiwi, A. Samsudin, B. Costu

Abstract

The aim of this study was to enhance K-10 students’ conceptions through Computer Simulations-Aided PDEODE*E (CS-PDEODE*E) on Newton’s Laws. The PDEODE*E is a worksheet consisting of seven stages, which are Predict (P), Discuss (D), Explain (E), Observe (O), Discuss (D), Explore (E*) and Explain (E). The computer simulations could support learning via PDEODE*E worksheet by presenting physics’ phenomena. The Newton’s Laws focused on forces and Newton’s First Law. The research method used the 4D (Define, Design, Develop and Disseminate). The research sample included 30 K-10 students (15 boys and 15 girls, with the average age of 16 years-old). The students’ conceptions were identified through a Four-Tier Newtonian Test (FTNT) as pre- and post-test. In the developing phase, we acquired the product of computer simulations and PDEODE*E worksheet. In the disseminating phase, the value of effect size was 0.85 in the "large effect" of classification and tcount>ttable, thus, CS-PDEODE*E was more effective than CS-POE. The decisions succumbed that the students’ conceptions could be enhanced via PDEODE*E based computer simulations.

Keywords

CS-PDEODE*E; Newton’s Laws ; students’ conceptions

Full Text:

PDF

References

Al-Amoush, S., Markic, S., Usak, M., Erdogan, M. & Eilks, I. (2014). Beliefs about Chemistry Teaching and Learning-A Comparison of Teachers’ and Student Teachers’ Beliefs from Jordan, Turkey and Germany. International Journal of Science and Mathematics Education, 12(4), 767-792.

Anderhag, P., Hamza, K. & Wickman, P. (2015). What Can a Teacher Do to Support Students’ Interest in Science? A Study of the Constitution of Taste in a Science Classroom. Research in Science Education, 45(5), 749-784.

Anderson, D. & Moeed, A. (2017). Working Alongside Scientists. Science & Education, 26 (3-4), 271-298.

Bayrak, C. (2008). Effect of Computer Simulations Programs on University Students’ Achievement in Physics. Turkish Online Journal of Distance Education, 9(4), 53-62.

Bayraktar, S. (2009). Misconceptions of Turkish Pre-Service Teachers about Force and Motion. International Journal of Science and Mathematics Education, 7(2), 273-291.

Bharambe, S. (2014). Study of the Concepts and Misconcepts of Weightlessness. International Journal of Theoretical and Applied Sciences, 6(1), 9.

Boyer, E. (2016). Preservice Elementary Teachers’ Instructional Practices and the Teaching Science as Argument Framework. Science & Education, 25(9-10), 1011-1047.

Caleon, I. S., Tan, Y. S. M. & Cho, Y. H. (2018). Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers. Research in Science Education, 48(1), 117-149.

Can, H. B. & Boz, Y. (2016). Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures. International Journal of Science and Mathematics Education, 14(4), 635-657.

Chen, Y., Pan, P., Sung, Y. & Chang, K. (2013).Correcting Misconceptions on Electronics: Effects of a Simulated-Based Learning Environment Backed by a Conceptual Change Model. Educational Technology & Society, 16(2), 212-227.

Costu, B. (2008). Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 3-9.

Costu, B., Ayas, A., & Niaz, M. (2010). Promoting Conceptual Change in First Year Students’ Understanding of Evaporation. Chemistry Education Research and Practice, 11(1), 5-16.

Dudu, W. (2017). Facilitating Small-Scale Implementation of Inquiry-Based Teaching: Encounters and Experiences of Experimento Multipliers in One South African Province. International Journal of Science and Mathematics Education, 15(4), 625-642.

Fratiwi, N. J., Kaniawati, I., Suhendi, E., Suyana, I. & Samsudin, A. (2017). The Transformation of Two-Tier Test into Four-Tier Test on Newton’s Laws Concepts. AIP Conference Proceedings, 1848 050011.

Gunawan, Harjono, A., Sahidu, H., Herayanti. (2017). Virtual Laboratory to Improve Students’ Problem-Solving Skills on Electricity Concept. Jurnal Pendidikan IPA Indonesia, 6(2), 257-264.

Gunstone, R., Mulhall, P. & McKittrick, B. (2009). Physics Teachers’ Perceptions of the Difficulty of Teaching Electricity. Research in Science Education, 39(4), 515-538.

Haysom, J., & Bowen, M. (2010). Predict, Observe, Explain: Activities Enhancing Scientific Understanding. NSTA Press.

Ipek, H & Calik, M. (2008). Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits. International Journal of Environmental & Science Education, 3(3), 143-153.

Irawan, A. G., nyoman Padmadewi, N., & Artini, L. P. (2018). Instructional Materials Development through 4D Model. . In SHS Web of Conferences (Vol. 42, p. 00086). EDP Sciences.

Jamieson, A. & Radick, G. (2017). Genetic Determinism in the Genetics Curriculum- An Exploratory Study of the Effects of Mendelian and Weldonian Emphases. Science & Education, 26(10), 1261-1290.

Kaniawati, I., Samsudin, A., Hasopa, Y., Sutrisno, A. D., & Suhendi, E. (2016, August). The Influence of Using Momentum and Impulse Computer Simulation to Senior High School Students’ Concept Mastery. In Journal of Physics: Conference Series (Vol. 739, No. 1, p. 012060). IOP Publishing.

Kurki-Suonio, K. (2011). Principles Supporting the Perceptional Teaching of Physics: A “Practical Teaching Philosophy”. Science & Education, 20(3-4), 211-243.

Larkin, K. & Jorgensen, R. (2016). ‘I Hate Maths: Why Do We Need to Do Maths?’ Using iPad Video Diaries to Investigate Attitudes and Emotions Towards Mathematics in Year 3 and Year 6 Students. International Journal of Science and Mathematics Education, 14(5), 925-944.

Leinonen, R., Asikainen, M. A. & Hirvonen, P. E. (2012). University Students Explaining Adiabatic Compression of an Ideal Gas-A New Phenomenon in Introductory Thermal Physics. Research in Science Education, 42(6), 1165-1182.

Liu, G. & Fang, N. (2016). Student Misconceptions about Force and Acceleration in Physics and Engineering Mechanics Education. International Journal of Engineering Education, 32(1), 19-29.

Majidi, S. (2014). A Comparison between the Knowledge Organization of University Physics Teachers and the Textbooks They Use for Their Teaching Purposes: Biot-Savart Law and Ampère’s Law. International Journal of Science and Mathematics Education, 12(6), 1281-1314.

Mangiante, E. S. (2018). Planning for Reform-Based Science: Case Studies of Two Urban Elementary Teachers. Research in Science Education, 48(1), 207-232.

Mattheis, A., Ingram, D., Jensen, M. S. & Jackson, J. (2015). Examining High School Anatomy and Physiology Teacher Experience in A Cadaver Dissection Laboratory and Impacts on Practice. International Journal of Science and Mathematics Education, 13(3), 535-559.

Nieminen, P., Savinainen, A. & Viiri, J. (2013). Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning. International Journal of Science and Mathematics Education, 11(5), 1137-1156.

Oliver, J. S., Hodges, G. W., Moore, J. N., Cohen, A., Jang, Y., Brown, S. A., Kwon, K. A., Jeong, S., Raven, S. P., Jurkiewicz, M. & Robertson, T. P. (2017). Supporting High School Student Accomplishment of Biology Content Using Interactive Computer-Based Curricular Case Studies. Research in Science Education, 1-26.

Osman, E., BouJaoude, S. & Hamdan, H. (2017). An Investigation of Lebanese G7-12 Students’ Misconceptions and Difficulties in Genetics and Their Genetics Literacy. International Journal of Science and Mathematics Education, 15(7), 1257-1280.

Poutot, G. & Blandin, B. (2015). Exploration of Students’ Misconceptions in Mechanics using the FCI. American Journal of Educational Research, 3(2), 116-120.

Rahmawati, I., Sutopo, Zulaikah, S. (2017). Analysis of Students’ Difficulties about Rotational Dynamics Based on Resource Theory. Jurnal Pendidikan IPA Indonesia, 6(1), 95-102.

Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The Learning Effects of Computer Simulations in Science Education. Computers & Education, 58(1), 136-153.

Saifullah, A. M., Sutopo, Wisodo, H. (2017). Senior High School Students’ Difficulties in Solving Impulse and Momentum Problem. Jurnal Pendidikan IPA Indonesia, 6(1), 1-10.

Samsudin, A., Fratiwi, N. J., Kaniawati, I., Suhendi, E., Hermita, N., Suhandi, A., Wibowo, F., Costu, B., Akbardin, J., Supriyatman, S. (2017). Alleviating Students’ Misconceptions About Newton’s First Law Through Comparing Pdeode*e Tasks and Poe Tasks: Which is More Effective?. The Turkish Online Journal of Educational Technology, Special Issue for INTE 2017.

Samsudin, A., Suhandi, A., Rusdiana D., Kaniawati I. & Costu B. (2017). Promoting Conceptual Understanding on Magnetic Field Concepts through Interactive Conceptual Instruction (ICI) with PDEODE*E Tasks. Advanced Science Letters, 23(2), 1205-1209.

Samsudin, A., Suhandi, A., Rusdiana, D., & Kaniawati, I. (2016, August). Preliminary Design of ICI-based Multimedia for Reconceptualizing Electric Conceptions at Universitas Pendidikan Indonesia. In Journal of Physics: Conference Series (Vol. 739, No. 1, p. 012006). IOP Publishing.

Susto, G. A., & Krstic, M. (2010). Control of PDE–ODE Cascades with Neumann Interconnections. Journal of the Franklin Institute, 347(1), 284-314.

Seung, E. & Bryan, L. A. (2010). Graduate Teaching Assistants’ Knowledge Development for Teaching a Novel Physics Curriculum. Research in Science Education, 40(5), 675-698.

Sinaga, P. & Feranie, S. (2017). Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task. International Journal of Instruction, 10(2), 69-84.

Von Glasersfeld, E. (2012). A Constructivist Approach to Teaching. In Constructivism in Education (pp. 21-34). Routledge.

Waldrip, B. & Prain, V. (2012). Developing an Understanding of Ions in Junior Secondary School Chemistry. International Journal of Science and Mathematics Education, 10(5), 1191-1213.

Wenning, C. J. (2008). Dealing more Effectively with Alternative Conceptions in Science. Journal of Physics Teacher Education Online, 5(1), 11-19.

Wijaya, C. P., Handayanto, S. K., Muhardjito, M. (2016). The Diagnosis of Senior High School Class X MIA B Students Misconceptions about Hydrostatic Pressure Concept Using Three-Tier. Jurnal Pendidikan IPA Indonesia, 5(1), 14-21.

Refbacks

  • There are currently no refbacks.