Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion
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1 Universitas Muhammadiyah Purwokerto, INDONESIA2 Universitas Pendidikan Indonesia, INDONESIA3 School of Education, Curtin University, AUSTRALIA* Corresponding Author
Abstract
Both students and teachers have misconceptions about Force and Motion, often caused by teachers not being well-prepared to teach the accepted scientific theory. Besides, teachers rarely or never use a cognitive conflict strategy in their teaching. The present study is aimed at investigating the use of a discrepant event to facilitate preservice elementary teachers’ conceptual change on Force and Motion concepts. The main objectives were to (1) investigate conceptual changes in Force and Motion concepts and (2) track students’ conceptual change and their learning progression of these concepts. The research method used an intervention with a mixed method design. Second-semester students (N=120) participated in this study. The research instrument consisted of background information of respondents and their belief of conceptions about Force and Motion. The preliminary study using Direct Instruction and discussion methods. Once students’ conceptual change profiles were known, remedial teaching was conducted through Reflective Conceptual Change Model-assisted Visual Multimedia. The research findings have shown that a discrepant event could help participants engage in conceptual change and have better explanations than before. The profile of their conceptual change and pattern of learning progression are discussed.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2019, Volume 15, Issue 8, Article No: em1737
https://doi.org/10.29333/ejmste/105275
Publication date: 11 Apr 2019
Article Views: 3834
Article Downloads: 2148
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How to cite this article
APA
Anggoro, S., Widodo, A., Suhandi, A., & Treagust, D. F. (2019). Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), em1737. https://doi.org/10.29333/ejmste/105275
Vancouver
Anggoro S, Widodo A, Suhandi A, Treagust DF. Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. EURASIA J Math Sci Tech Ed. 2019;15(8):em1737. https://doi.org/10.29333/ejmste/105275
AMA
Anggoro S, Widodo A, Suhandi A, Treagust DF. Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. EURASIA J Math Sci Tech Ed. 2019;15(8), em1737. https://doi.org/10.29333/ejmste/105275
Chicago
Anggoro, Subuh, Ari Widodo, Andi Suhandi, and David F. Treagust. "Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 8 (2019): em1737. https://doi.org/10.29333/ejmste/105275
Harvard
Anggoro, S., Widodo, A., Suhandi, A., and Treagust, D. F. (2019). Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), em1737. https://doi.org/10.29333/ejmste/105275
MLA
Anggoro, Subuh et al. "Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 8, 2019, em1737. https://doi.org/10.29333/ejmste/105275