Using a Discrepant Event to Facilitate Preservice Elementary Teachers' Conceptual Change about Force and Motion

Autor/inn/en	Anggoro, Subuh; Widodo, Ari; Suhandi, Andi; Treagust, David F.
Titel	Using a Discrepant Event to Facilitate Preservice Elementary Teachers' Conceptual Change about Force and Motion
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 8, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Preservice Teachers; Undergraduate Students; Elementary Education; Concept Formation; Misconceptions; Physics; Motion; Educational Background; Remedial Instruction; Multimedia Instruction; Video Technology; Hands on Science; Learning Processes + Suchen Sie Ihr Suchwort? Elementarunterricht; Concept learning; Begriffsbildung; Missverständnis; Physik; Bewegungsablauf; Vorbildung; Förderkurs; Multimediales Lernen; Learning process; Lernprozess
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01