Email this article 
Exploring Engineering Students’ Misconceptions About Motion and Forces Using Concept Cartoons
Abstract
Misconceptions are viewed as barrier to students in learning concepts. Instruments like concept cartoon is one of the tools that may be used to examine students' science misconceptions. The study aims to identify the common misconceptions of selected engineering students at Quezon City University during the second semester of the Academic Year 2021-2022 using concept cartoons and explore the its applicability, appropriateness, and practicability. The study utilized a mixed-method approach. A total of 241 students and 7 science teachers participated in the study. Three types of concept cartoons were used to determine students’ misconceptions in the topics motion, forces, and Newton’s laws of motion. A validated survey questionnaire was used to determine the concept cartoon’s applicability, appropriateness, practicability, and advantages and disadvantages. Results shows that concept cartoons are considered as applicable, appropriate, and practical tool in diagnosing students’ misconceptions. It overcome the weaknesses of other diagnostic instruments. However, it offered similar weaknesses such as issues on longer testing time, students’ response-rate, and teacher training in developing a well-constructed item. Study shows that in selecting suitable instrument to diagnose student’s science misconceptions, instruments’ applicability, appropriateness, and practicability should be considered.
Keywords
Full Text:
PDFReferences
Adimayuda, R., Aminudin, A. H., Kaniawati, I., Suhendi, E., & Samsudin, A. (2020). A Multitier Open-Ended Momentum and Impulse (MOMI) Instrument: Developing and Assessing Quality of Conception Of 11th Grade Sundanese Students with Rasch Analysis. International Journal of Scientific and Technology Research, 9(2), 4799-4804.
Atasoy, Ş., & Ergin, S. (2017). The Effect of Concept Cartoon-Embedded Worksheets on Grade 9 Students’ Conceptual Understanding of Newton’s Laws of Motion. Research In Science & Technological Education, 35(1), 58-73.
Ausubel, D. P. (1968). Facilitating Meaningful Verbal Learning in The Classroom. The Arithmetic Teacher, 15(2), 126-132.
Balım, A. G., İnel, D., & Evrekli, E. (2008). The Effects the Using of Concept Cartoons in Science Education on Students’ Academic Achievements and Enquiry Learning Skill Perceptions. Elementary Education Online, 7(1), 188-202.
Bar, V., Brosh, Y., & Sneider, C. (2016). Weight, Mass, And Gravity: Threshold Concepts in Learning Science. Science Educator, 25(1), 22-34.
Ceylan, Ö., & Yiğit, E. A. (2018). Analyzing The Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements Through Flow Maps. Science Education International, 29(4).
Clement, J. (1982). Students’ Preconceptions in Introductory Mechanics. American Journal of Physics, 50(1), 66-71.
Davis, B. G. (1997). Misconceptions As Barriers to Understanding Science. Science Teaching Reconsidered: A Hand Book. Washington, DC: National Academy, 27, 32.
Demirci, F., & Özyürek, C. (2017). The Effects of Using Concept Cartoons in Astronomy Subjects on Critical Thinking Skills Among Seventh Grade Student. International Electronic Journal of Elementary Education, 10(2), 243-254.
Estacio, D. R. (2017). Development And Validation of Analytic and Holistic Rubric Guides in Assessing Concept Cartoons. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(1), pp 27-35.
Evrekli, E., Inel, D., & Balim, A. G. (2011). A Research on The Effects of Using Concept Cartoons and Mind Maps in Science Education. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 5(2), 58-85.
Fujita, T. (2012). Learners’ Level of Understanding of The Inclusion Relations of Quadrilaterals and Prototype Phenomenon. The Journal of Mathematical Behavior, 31(1), 60-72.
Gurel, D. E. R. Y. A., Eryilmaz, A., & McDermott, L. (2015). A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. Eurasia Journal of Mathematics Science and Technology Education, 11(5).
Gusmalini, A., & Wulandari, S. (2020, October). Identification Of Misconceptions and Causes of Student Misconceptions on Genetics Concept with CRI Method. In Journal of Physics: Conference Series (Vol. 1655, No. 1, p. 012053). IOP Publishing.
Kabapinar, F. (2009). What Makes Concept Cartoons More Effective? Using Research to Inform Practice. Egitim Ve Bilim, 34(154), 104.
Karaoglan Yilmaz, F. G., Özdemir, B. G., & Yasar, Z. (2018). Using Digital Stories to Reduce Misconceptions and Mistakes About Fractions: An Action Study. International Journal of Mathematical Education in Science and Technology, 49(6), 867-898.
Kavanagh, C., & Sneider, C. (2007). Learning About Gravity I. Free Fall: A Guide for Teachers and Curriculum Developers. Astronomy Education Review, 5(21), 21–52.
Keeley, P. (2012). Misunderstanding misconceptions. Science Scope, 35(8), 12-15.
Keogh, B., & Naylor, S. (2000). Teaching And Learning in Science Using Concept Cartoons: Why Dennis Wants to Stay in At Playtime. Investigating, 16(3), 10-14.
Kim, E., & Pak, S. J. (2002). Students Do Not Overcome Conceptual Difficulties After Solving 1000 Traditional Problems. American Journal of Physics, 70(7), 759-765.
King, C. J. H. (2010). An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales. International Journal of Science Education, 32(5), 565-601.
Kusumaningrum, I. A., & Indriyanti, N. Y. (2018, May). Concept Cartoons for Diagnosing Student’s Misconceptions in The Topic of Buffers. In Journal of Physics: Conference Series (Vol. 1022, No. 1, p. 012036). IOP Publishing.
Leaper, C., Farkas, T., & Brown, C. S. (2012). Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English. Journal Of Youth and Adolescence, 41, 268-282.
Lewis, J., & Wood-Robinson, C. (2000). Genes, Chromosomes, Cell Division And Inheritance-Do Students See Any Relationship?. International Journal of Science Education, 22(2), 177-195.
Miller, J. M. (2007). Understanding And Misunderstanding Extraocular Muscle Pulleys. Journal Of Vision, 7(11), 10-10.
Moodley, K., & Gaigher, E. (2019). Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions. Research In Science Education, 49, 73-89.
Morais, M. D. F. (2013). Creativity: Challenges to a Key Concept for the XXI Century.
Morris, M., Merritt, M., Fairclough, S., Birrell, N., & Howitt, C. (2007). Trialling Concept Cartoons in Early Childhood Teaching and Learning of Science. Teaching Science, 53(2), 42-45.
Murdoch, J. (2018). Our Preconceived Notions of Play Need to Challenging. Early Years Educator, 19(9), 22-24.
Ozkan, M., & Bal, A. P. (2017). Analysis Of the Misconceptions Of 7th Grade Students on Polygons and Specific Quadrilaterals. Eurasian Journal of Educational Research, 16(67).
Oztas, F., & Oztas, H. (2016). How Do Biology Teacher Candidates Know Particulate Movements & Random Nature of Matter and Their Effects to Diffusion. Journal Of Education and Practice, 7(29), 189-194.
Pablico, J. R. (2010). Misconceptions On Force and Gravity Among High School Students. Louisiana State University and Agricultural & Mechanical College.
Pikoli, M. (2020). Using Guided Inquiry Learning with Multiple Representations to Reduce Misconceptions of Chemistry Teacher Candidates on Acid-Base Concept. International Journal of Active Learning, 5(1), 1-10.
Raosoft Sample Size Calculator.
Reif, F., & Allen, S. (1992). Cognition For Interpreting Scientific Concepts: A Study of Acceleration. Cognition And Instruction, 9(1), 1-44.
Roberts, S. K. (1995). A Study of The Relationship Between Demographic Variables Andvan Hiele Level of Thinking for Preservice Elementary School Teachers (Doctoral Dissertation, Wayne State University).
Ruxton, G.D., (2006). “The Unequal Variance T-Test Is an Underused Alternative to Student’s T-Test and The Mann–Whitney U Test.” Behav. Ecol. 17, 688–690. Available here.
Serttaş, S., & Türkoglu, A. Y. (2020). Diagnosing Students’ Misconceptions of Astronomy Through Concept Cartoons. Participatory Educational Research, 7(2), 164-182.
Soeharto, S., Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247-266.
Stephenson, P., & Warwick, P. (2002). Using Concept Cartoons to Support Progression in Students' Understanding of Light. Physics Education, 37(2), 135.
Thornton, R. K., & Sokoloff, D. R. (1998). Assessing Student Learning of Newton’s Laws: The Force and Motion Conceptual Evaluation and The Evaluation of Active Learning Laboratory and Lecture Curricula. American Journal of Physics, 66(4), 338-352.
Trowbridge, D. E., & McDermott, L. C. (1980). Investigation Of Student Understanding of The Concept of Velocity in One Dimension. American Journal of Physics, 48(12), 1020-1028.
Yilmaz, M. (2020). Impact Of Instruction with Concept Cartoons on Students' Academic Achievement in Science Lessons. Educational Research and Reviews, 15(3), 95-103.
Yin, K. Y., & Fitzgerald, R. (2017). Peer Learning with Concept Cartoons Enhance Critical Thinking and Performance in Secondary School Economics. Journal Of Economics and Economic Education Research, 18(1), 1-13.
Yong, C. L., & Kee, C. N. Z. (2017). Utilizing Concept Cartoons to Diagnose and Remediate Misconceptions Related to Photosynthesis Among Primary School Students. Overcoming Students' Misconceptions in Science: Strategies and Perspectives from Malaysia, 9-27.
Zimmerman, D. W. (2004). “A Note on Preliminary Tests of Equality of Variances”. British
Journal of Mathematical and Statistical Psychology. 57: 173–181.
DOI: https://doi.org/10.17509/mimbardik.v9i1.74739
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, is published by UPI Press in Bandung, West Java, Indonesia.
MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan of Indonesia University of Education disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
Berdasarkan ciptaan pada https://ejournal.upi.edu/index.php/mimbardik/.