How Do Science Content Misconceptions Occur in Primary School Teachers with Teaching Certificates?

Muhammad Rais Zulfianto, Muhammad Abduh

Abstract


Misconceptions are understandings of concepts that are not in accordance with scientific concepts. Teachers have the potential to experience misconceptions and misconceptions that occur in teachers can result in students also experiencing misconceptions. Research that examines science misconceptions in elementary school teachers is still rare, so there is a need for research examining science misconceptions in elementary school teachers, especially in elementary school teachers who are certified educators. Therefore, this study aims at determining whether science misconceptions occur in elementary school teachers with teaching certificates or not and how much misconceptions are experienced and the misconceptions occurred. This study employs descriptive quantitative by involving 17 certified elementary school teachers who are classroom teachers teaching several subjects in elementary schools including science subjects. Data collection was done by conducting a four tier misconception diagnosis test and the result was analyzed using by referring to four tier test concept developed by various researchers. The findings indicated that primary school teachers possessing teaching certificates exhibited science misconceptions at a rate of 22%, placing them in the low category of scientific understanding at 66%. Despite the relatively low occurrence of misconceptions, it is advisable for certified primary school teachers to further enhance their grasp of the concepts they impart to prevent any potential hindrance to the learning process.

Keywords


Educator Certificate; Misconception; Natural Science; Primary School; Teacher

Full Text:

PDF

References


Åhman, N., & Jeppsson, F. (2020). Teachers’ and pupils’ scientific dialogue in learning about invisible thermal phenomena. International Journal of Science Education, 42(18), 3116–3133. https://doi.org/10.1080/09500693.2020.1852334

Akcanca, N., & Özsevgeç, L. C. (2020). Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course. Journal of Science Learning, 4(1), 41–49. https://doi.org/10.17509/jsl.v4i1.24672

Anam, R. S., Widodo, A., Sopandi, W., & Wu, H. K. (2019). Developing a five-tier diagnostic test to identify students’ misconceptions in science: an example of the heat transfer concepts. Elementary Education Online, 18(3), 1014–1029. https://doi.org/10.17051/ilkonline.2019.609690

Andrade, C. (2021). The Inconvenient Truth About Convenience and Purposive Samples. Indian Journal of Psychological Medicine, 43(1), 86–88. https://doi.org/10.1177/0253717620977000

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). https://doi.org/10.29333/ejmste/105275

Aningsih, Zulela, M. S., Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the Education Character Implemented? The Case Study in Indonesian Elementary School. Journal of Educational and Social Research, 12(1), 371–380. https://doi.org/10.36941/jesr-2022-0029

Arnold, J. C., Mühling, A., & Kremer, K. (2021). Exploring core ideas of procedural understanding in scientific inquiry using educational data mining. Research in Science and Technological Education, 41(1), 372–392. https://doi.org/10.1080/02635143.2021.1909552

Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain. International Journal of Science Education, 34(11), 1667–1686. https://doi.org/10.1080/09500693.2012.680618

Awad, N., & Barak, M. (2018). Pre-service science teachers learn a science, technology, engineering and mathematics (STEM)-oriented program: The case of sound, waves and communication systems. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1431–1451. https://doi.org/10.29333/ejmste/83680

Banawi, A., Sopandi, W., Kadarohman, A., & Solehuddin, M. (2019). Prospective primary school teachers’ conception change on states of matter and their changes through predict-observe-explain strategy. International Journal of Instruction, 12(3), 359–374. https://doi.org/10.29333/iji.2019.12322a

Baysal, E. A., Ocak, İ., & Aydoğmuş, İ. (2022). Examining 5th Grade Students’ Mental Models of Shadow, Solar Eclipse and Lunar Eclipse through Drawings: A Case Study. Journal of Turkish Science Education, 19(4), 1135–1154. https://doi.org/10.36681/tused.2022.166

Bayuni, T. C., Sopandi, W., & Sujana, A. (2018). Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012086

Berta, A. (2015). Whales, Dolphins, and Porpoises. University of Chicago Press. https://doi.org/10.7208/9780226183220

Caleon, I., & Subramaniam, R. (2010). Do students know What they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40, 313–337. https://doi.org/10.1007/s11165-009-9122-4

Çelikkanlı, N. Ö., & Kızılcık, H. Ş. (2022). A Review of Studies About Four-Tier Diagnostic Tests in Physics Education. Journal of Turkish Science Education, 19(4), 1291–1311. https://doi.org/10.36681/tused.2022.175

Chakraborty, S. K. (2021). Riverine Ecology Volume 2 (Vol. 2). Springer Cham. https://doi.org/10.1007/978-3-030-53941-2

Chen, J. L., & Mensah, F. M. (2022). Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color. Science Education, 106(2), 385–411. https://doi.org/10.1002/sce.21699

Cherbow, K., McKinley, M. T., McNeill, K. L., & Lowenhaupt, R. (2020). An analysis of science instruction for the science practices: Examining coherence across system levels and components in current systems of science education in K-8 schools. Science Education, 104(3), 446–478. https://doi.org/10.1002/sce.21573

Daga, A. T., Wahyudin, D., & Susilana, R. (2023). Students’ Perception of Elementary School Teachers’ Competency: Indonesian Education Sustainability. Sustainability, 15(2), 1–18. https://doi.org/10.3390/su15020919

Dellantonio, S., & Pastore, L. (2021). Ignorance, misconceptions and critical thinking. Synthese, 198, 7473–7501. https://doi.org/10.1007/s11229-019-02529-7

Desstya, A., Prasetyo, Z. K., & Suyanta, S. (2019a). Understanding of elementary school teachers on physical concepts. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012077

Desstya, A., Prasetyo, Z. K., Suyanta, Susila, I., & Irwanto. (2019b). Developing an instrument to detect science misconception of an elementary school teacher. International Journal of Instruction, 12(3), 201–218. https://doi.org/10.29333/iji.2019.12313a

Devecioglu-Kaymakci, Y. (2016). Embedding analogical reasoning into 5E learning model: A study of the solar system. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 881–911. https://doi.org/10.12973/eurasia.2016.1266a

Drouineau, H., Durif, C., Castonguay, M., Mateo, M., Rochard, E., Verreault, G., Yokouchi, K., & Lambert, P. (2018). Freshwater eels: A symbol of the effects of global change. Fish and Fisheries, 19(5), 903–930. https://doi.org/10.1111/faf.12300

Faisal, & Martin, S. N. (2019). Science education in Indonesia: Past, present, and future. Asia-Pacific Science Education, 5(4), 1–29. https://doi.org/10.1186/s41029-019-0032-0

Fatimah, S., Tiarina, Y., Fitrawati, & Mira, A. S. (2021). English teachers’ and lecturers’ perceptions of reflective practice through video recording at the teacher certification program. Studies in English Language and Education, 8(2), 670–689. https://doi.org/10.24815/siele.v8i2.18931

Fauzan, Eriyanti, R. W., & Asih, R. A. (2023). Misconception of reading literacy and its impacts on literacy acculturation in school. Cakrawala Pendidikan, 42(1), 208–219. https://doi.org/10.21831/cp.v42i1.53041

Ferrando, I., Albarracín, L., & Diago, P. D. (2023). Where Is It Best to Sit in Class? Description of an Experience Based on STEM Problem Solving in a School Context. Education Sciences, 13(4). https://doi.org/10.3390/educsci13040417

Firmansyah, F., Saptono, B., & Tafakur. (2022). Using the service quality instrument to assess the quality of the professional certification programme. Cypriot Journal of Educational Sciences, 17(5), 1812–1824. https://doi.org/10.18844/cjes.v17i5.7356

Fokides, E., Atsikpasi, P., & Karageorgou, D. (2020). Tablets, Plants, and Primary School Students: A Study. Technology, Knowledge and Learning, 25(3), 621–649. https://doi.org/10.1007/s10758-020-09445-7

García-Fernández, B. (2022). Teachers’ and Their Pupils’ Performance on Plant Nutrition: a Comparative Case. Research in Science Education, 52(4), 1109–1129. https://doi.org/10.1007/s11165-020-09987-x

Goel, M., Goel Tripathi, N., & Verma, V. S. (2019). Solar Energy: Made Simple for a Sustainable Future. Springer Singapore. https://doi.org/10.1007/978-981-19-2099-8

Gusmalini, A. (2020). Identification of Misconceptions and Causes of Student Misconceptions on Genetics Concept with CRI Method. In Journal of Physics: Conference Series (Vol. 1655, Issue 1). https://doi.org/10.1088/1742-6596/1655/1/012053

Hala, Y., Syahdan, U. A., Pagarra, H., & Saenab, S. (2018). Identification of Misconceptions on Cell Concepts among Biology Teachers by Using CRI Method. Journal of Physics: Conference Series, 1028(1). https://doi.org/10.1088/1742-6596/1028/1/012025

Halim, A., Finkenstaedt-Quinn, S. A., Olsen, L. J., Gere, A. R., & Shultz, G. V. (2018). Identifying and remediating student misconceptions in introductory biology via writing-to-learn assignments and peer review. CBE Life Sciences Education, 17(2), 1–12. https://doi.org/10.1187/cbe.17-10-0212

Hamna, H., & Ummah BK, M. K. (2022). Science Literacy in Elementary Schools: A Comparative Study of Flipped Learning and Hybrid Learning Models. Profesi Pendidikan Dasar, 9(2), 132–147. http://dx.doi.org/10.23917/ppd.v9i2.19319

Hanslmeier, A. (2023). Introduction to Astronomy and Astrophysics. Springer Berlin. https://doi.org/10.1007/978-3-662-64637-3

Härmälä-Braskén, A. S., Hemmi, K., & Kurtén, B. (2020). Misconceptions in chemistry among Finnish prospective primary school teachers–a long-term study. International Journal of Science Education, 42(9), 1447–1464. https://doi.org/10.1080/09500693.2020.1765046

Hermes, C. J. L., Boeng, J., da Silva, D. L., Knabben, F. T., & Sommers, A. D. (2021). Evaporator frosting in refrigerating appliances: Fundamentals and applications. Energies, 14(18), 1–23. https://doi.org/10.3390/en14185991

Hermita, N., Alpusari, M., Noviana, E., Kurniaman, O., Widyanthi, A., & Suhandi, A. (2019). A Study of Prospective Primary School Teachers’ Alternatif Conception in Heat and Temperature. Journal of Physics: Conference Series, 1351(1). https://doi.org/10.1088/1742-6596/1351/1/012072

Hoogerheide, V., Visee, J., Lachner, A., & van Gog, T. (2019). Generating an instructional video as homework activity is both effective and enjoyable. Learning and Instruction, 64. https://doi.org/10.1016/j.learninstruc.2019.101226

Hu, R., Liu, Y., Shin, S., Huang, S., Ren, X., Shu, W., Cheng, J., Tao, G., Xu, W., Chen, R., & Luo, X. (2020). Emerging Materials and Strategies for Personal Thermal Management. Advanced Energy Materials, 10(17), 1–23. https://doi.org/10.1002/aenm.201903921

Huda, S. A. N., Suyanto, Arifi, A., Putranta, H., & Azizah, A. N. M. (2021). Experiences of participants in teacher professional education on obtaining soft skills: A case study in Indonesia. European Journal of Educational Research, 10(1), 313–325. https://doi.org/10.12973/eu-jer.10.1.313

Istiyono, E., Dwandaru, W. S. B., Fenditasari, K., Ayub, M. R. S. S. N., & Saepuzaman, D. (2022). The Development of a Four-Tier Diagnostic Test Based on Modern Test Theory in Physics Education. European Journal of Educational Research, 12(1), 371–385. https://doi.org/10.12973/eu-jer.12.1.371

Jitendra, Rai, K. N., & Singh, J. (2022). An analytical study on sublimation process in the presence of convection effect with heat and mass transfer in porous medium. International Communications in Heat and Mass Transfer, 131. https://doi.org/10.1016/j.icheatmasstransfer.2021.105833

Johannesson, P., & Perjons, E. (2014). An introduction to design science (Vol. 9783319106). Springer International Publishing. https://doi.org/10.1007/978-3-319-10632-8

Johansson, L. G. (2021). Empiricism and philosophy of physics. Springer Cham. https://doi.org/10.1007/978-3-030-64953-1

Jung, J. (2020). Diagnosing causes of pre-service literature teachers’ misconceptions on the narrator and focalizer using a two-tier test. Education Sciences, 10(4). https://doi.org/10.3390/educsci10040104

Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science and Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094

Kanlı, U., & Yavaş, S. (2021). Examining the effect of workshops pedagogically modelling exhibits at science centres on the development of students’ conceptual achievements. International Journal of Science Education, 43(1), 79–104. https://doi.org/10.1080/09500693.2020.1858203

Kartowagiran, B., Suyanta, Hamdi, S., Jaedun, A., Ahman, Rusijono, & Laliyo, L. A. R. (2020). Development of web-based application for teacher candidate competence instruments: Preparing professional teachers in the IR 4.0 era. European Journal of Educational Research, 9(4), 1749–1763. https://doi.org/10.12973/eu-jer.9.4.1749

Kikas, E. (2004). Teachers’ conceptions and misconceptions concerning three natural phenomena. Journal of Research in Science Teaching, 41(5), 432–448. https://doi.org/10.1002/tea.20012

Kiray, S. A., & Simsek, S. (2021). Determination and Evaluation of the Science Teacher Candidates’ Misconceptions About Density by Using Four-Tier Diagnostic Test. International Journal of Science and Mathematics Education, 19(5), 935–955. https://doi.org/10.1007/s10763-020-10087-5

Kucuk, A. (2022). Which Is More Valuable In Constructing Cognitive Structures - Teaching Science Through Creative-Drama Activities Or Student-Centred Inquiry-Based Teaching? Journal of Turkish Science Education, 19(2), 699–717. https://www.tused.org/index.php/tused/article/view/1545/790

Kulgemeyer, C., Borowski, A., Buschhüter, D., Enkrott, P., Kempin, M., Reinhold, P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2020). Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience. Journal of Research in Science Teaching, 57(10), 1554–1582. https://doi.org/10.1002/tea.21632

Laksana, D. N. L., Degeng, I. N. S., & Dasna, I. W. (2017). Why Teachers Faces Misconception: A Study Toward Natural Science Teachers In Primary Schools. European Journal of Education Studies, 3(7), 667–679. https://doi.org/10.5281/zenodo.835198

Lan, X., Wang, Y., Peng, J., Si, Y., Ren, J., Ding, B., & Li, B. (2021). Designing heat transfer pathways for advanced thermoregulatory textiles. Materials Today Physics, 17. https://doi.org/10.1016/j.mtphys.2021.100342

Lewis, E. B. (2021). Setting empirically informed content knowledge policy benchmarks for physical science teaching. Journal of Research in Science Teaching, 58(8), 1238–1277. https://doi.org/10.1002/tea.21709

Malik, A. N., Khan, S. A., & Lazoglu, I. (2020). A novel hybrid frost detection and defrosting system for domestic refrigerators. International Journal of Refrigeration, 117, 256–268. https://doi.org/10.1016/j.ijrefrig.2020.05.016

Maryani, I., Hanifah, R., Purwanti, S., & Onate, R. (2021). Analysis of Fifth Graders’ Higher Order Thinking Skills in Studying Human and Animal Respiratory Organs. Profesi Pendidikan Dasar, 8(1), 15–34. http://dx.doi.org/10.23917/ppd.v8i1.13064

Maskiewicz, A. C., & Lineback, J. E. (2013). Misconceptions are “so yesterday!” CBE Life Sciences Education, 12(3), 352–356. https://doi.org/10.1187/cbe.13-01-0014

May, A. (2023). Lessons from Well-Constructed Science Fiction. In How Space Physics Really Works (pp. 1–25). Springer Nature. https://doi.org/https://doi.org/10.1007/978-3-031-33950-9

Mekonen, D., & Kelkay, A. D. (2023). Inquiry-based instructional strategies for effective conceptualization of photosynthesis: The case of elementary school. Cogent Education, 10(1), 1–18. https://doi.org/10.1080/2331186X.2023.2172927

Mubarokah, F., Mulyani, S., & Indriyanti, N. Y. (2018). Identifying students’ misconceptions of acid-base concepts using a three-tier diagnostic test: A case of Indonesia and Thailand. Journal of Turkish Science Education, 15, 51–58. https://doi.org/10.12973/tused.10256a

Munastiwi, E., Saputro, B., Fatonah, S., & Suhendro, E. (2022). Implications of Online Learning: Trends of Science Misconceptions About Forces in Elementary School. Jurnal Pendidikan IPA Indonesia, 11(3), 500–510. https://doi.org/10.15294/jpii.v11i3.37696

Novak, E., & Wisdom, S. (2018). Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers’ Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science. Journal of Science Education and Technology, 27(5), 412–432. https://doi.org/10.1007/s10956-018-9733-5

Ntshalintshali, G. M., & Clariana, R. B. (2020). Paraphrasing refutation text and knowledge form: examples from repairing relational database design misconceptions. Educational Technology Research and Development, 68(5), 2165–2183. https://doi.org/10.1007/s11423-020-09758-5

Nurjani, D. M., Alpusari, M., Mahartika, I., Diniya, D., Ilhami, A., Permana, N. D. P., Alim, J. A., Sari, I. K., Mulyani, E. A., Putra, R. A., & Hermita, N. (2020). Identifying the Misconception of Sound Concepts among Grade v Students at SDN 192 Pekanbaru. Journal of Physics: Conference Series, 1655(1). https://doi.org/10.1088/1742-6596/1655/1/012074

Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977–1999. https://doi.org/10.1080/09500690701545919

O’Rourke, J. G., Wilson, C. F., Borrelli, M. E., Byrne, P. K., Dumoulin, C., Ghail, R., Gülcher, A. J. P., Jacobson, S. A., Korablev, O., Spohn, T., Way, M. J., Weller, M., & Westall, F. (2023). Venus, the Planet: Introduction to the Evolution of Earth’s Sister Planet. Space Science Reviews, 219(1), 1–61. https://doi.org/10.1007/s11214-023-00956-0

Ozkan, G., & Topsakal, U. U. (2021). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. Research in Science and Technological Education, 39(4), 441–460. https://doi.org/10.1080/02635143.2020.1769586

Pejuan, A., Bohigas, X., Jaén, X., & Periago, C. (2012). Misconceptions About Sound Among Engineering Students. Journal of Science Education and Technology, 21(6), 669–685. https://doi.org/10.1007/s10956-011-9356-6

Permana, A. A., & Kartika, I. (2021). Brain-Based Learning: The Impact on Student’s Higher Order Thinking Skills and Motivation. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(1), 47–58. https://doi.org/10.24042/jipfalbiruni.v10i1.6908

Potvin, P., & Cyr, G. (2017). Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers. Journal of Research in Science Teaching, 54(9), 1121–1142. https://doi.org/10.1002/tea.21396

Prodjosantoso, A. K., Hertina, A. M., & Irwanto. (2019). The misconception diagnosis on ionic and covalent bonds concepts with three tier diagnostic test. International Journal of Instruction, 12(1), 1477–1488. https://doi.org/10.29333/iji.2019.12194a

Purwantiningsih, A., & Suharso, P. (2019). Improving Teacher Professionalism Toward Education Quality in Digital Era. Journal of Physics: Conference Series, 1254(1). https://doi.org/10.1088/1742-6596/1254/1/012019

Qi, Y., Ye, H., Zhi, X., & Qiu, L. (2022). Mechanisms of trace water vapor desublimation over airfoil in transonic cryogenic wind tunnels. Physics of Fluids, 34(9). https://doi.org/https://doi.org/10.1063/5.0104532

Qian, Y., Hambrusch, S., Yadav, A., Gretter, S., & Li, Y. (2019). Teachers’ Perceptions of Student Misconceptions in Introductory Programming. Journal of Educational Computing Research, 58(2), 364–397. https://doi.org/10.1177/0735633119845413

Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403–427. https://doi.org/10.36681/tused.2022.128

Reydon, T. A. C. (2021). Misconceptions, conceptual pluralism, and conceptual toolkits: bringing the philosophy of science to the teaching of evolution. European Journal for Philosophy of Science, 11(2). https://doi.org/10.1007/s13194-021-00363-8

Roni, S. M., Merga, M. K., & Morris, J. E. (2019). Conducting Quantitative Research in Education. Springer Singapore. https://doi.org/10.1007/978-981-13-9132-3

Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357. https://doi.org/10.1080/10508406.2010.491752

Sari, D. R., Ramdhani, D., & Surtikanti, H. K. (2019). Analysis of elementary school students’ misconception on force and movement concept. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022053

Sari, M. P., & Abduh, M. (2022). The Effectiveness of Using Realia Media and Video Media on Science Cognitive Learning Outcomes. Jurnal Pendidikan Dan Pengajaran, 55(3), 535–545. https://doi.org/10.23887/jpp.v55i3.51996

Schalk, L., Edelsbrunner, P. A., Deiglmayr, A., Schumacher, R., & Stern, E. (2019). Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school. Learning and Instruction, 59, 34–45. https://doi.org/10.1016/j.learninstruc.2018.09.006

Shields, M. (2020). Conceptual change in perspective. Inquiry (United Kingdom), 63(9–10), 930–958. https://doi.org/10.1080/0020174X.2020.1805705

Soenarto, S., Sukir, & Rosyadi, S. (2021). Hybrid Learning Teacher Profession Education (PPG) and Student Learning Outcomes in 2019. Journal of Physics: Conference Series, 1737(1). https://doi.org/10.1088/1742-6596/1737/1/012042

Song, Y., Cao, J., Yang, Y., & Looi, C.-K. (2022). Mapping primary students’ mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics. International Journal of Educational Research, 114(101992). https://doi.org/10.1016/j.ijer.2022.101992

Stein, H., Galili, I., & Schur, Y. (2015). Teaching a new conceptual framework of weight and gravitation in middle school. Journal of Research in Science Teaching, 52(9), 1234–1268. https://doi.org/10.1002/tea.21238

Stockemer, D. (2018). Quantitative methods in the social sciences. Springer International Publishing. https://doi.org/10.4324/9780429259500-24

Suyatmini, Sari, D. E., & Jatmika, S. (2020). Blended learning in teacher professionalism training program (Ppg): A case study. International Journal of Scientific and Technology Research, 9(4), 2267–2272.

Syuhendri, S. (2019). Student teachers’ misconceptions about gravity. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012047

Taban, T., & Kiray, S. A. (2022). Determination of Science Teacher Candidates’ Misconceptions on Liquid Pressure with Four-Tier Diagnostic Test. International Journal of Science and Mathematics Education, 20, 1791–1811. https://doi.org/10.1007/s10763-021-10224-8

Tapia, R. R., Delgado-Iglesias, J., & Fernández, I. (2019). Learning difficulties, alternative conceptions and misconceptions of student teachers about respiratory physiology. International Journal of Science Education, 41(18), 2602–2625. https://doi.org/10.1080/09500693.2019.1690177

Tjabolo, S. A., & Herwin. (2020). The Influence of Teacher Certification on the Performance of Elementary School Teachers in Gorontalo Province , Indonesia. International Journal of Instruction, 13(4), 347–360. https://doi.org/10.29333/iji.2020.13422a

Tural, G., Akdeniz, A. R., & Alev, N. (2010). Effect of 5E Teaching Model on Student Teachers’ Understanding of Weightlessness. Journal of Science Education and Technology, 19(5), 470–488. https://doi.org/10.1007/s10956-010-9214-y

Vasconcelos, C. (2023). Inquiring children and elementary school teachers to diagnose their conceptions about islands. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1115984

Volfson, A., Eshach, H., & Ben-Abu, Y. (2021). When Technology Meets Acoustics: Students’ Ideas About the Underlying Principles Explaining Simple Acoustic Devices. Research in Science Education, 51(4), 911–938. https://doi.org/10.1007/s11165-019-09913-w

Wanselin, H., Danielsson, K., & Wikman, S. (2023). Meaning-Making in Ecology Education: Analysis of Students’ Multimodal Texts. Education Sciences, 13(5), 1–18. https://doi.org/10.3390/educsci13050443

Widodo, A., Rochintaniawati, D., & Riandi. (2017). Primary School Teachers’ Understanding of Essential Science Concepts. Cakrawala Pendidikan, 36(3), 522–528. https://doi.org/10.21831/cp.v36i3.11921

Wiener, G. J., Schmeling, S. M., & Hopf, M. (2018). The technique of probing acceptance as a tool for teachers’ professional development: A PCK study. Journal of Research in Science Teaching, 55(6), 849–875. https://doi.org/10.1002/tea.21442

Woldeamanuel, Y. W., Abate, N. T., & Berhane, D. E. (2020). Effectiveness of Concept Mapping Based Teaching Methodson Grade Eight Students’ Conceptual Understanding of Photo synthesisat Ewket Fana Primary School, BahirDar, Ethiopia. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), 1–16. https://doi.org/10.29333/ejmste/9276

Yates, T. B., & Marek, E. A. (2014). Teachers teaching misconceptions: A study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(1), 1–18. https://doi.org/10.1186/s12052-014-0007-2.




DOI: https://doi.org/10.53400/mimbar-sd.v10i3.62887

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2023 Mimbar Sekolah Dasar

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View Mimbar Sekolah Dasar Stats