Open AccessTeaching for conceptual change on Newton’s First Law
Author(s) -
S Syuhendri
Publication year - 2022
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/2165/1/012036
Subject(s) - conceptual change , mathematics education , test (biology) , sample (material) , indonesian , conceptual model , computer science , psychology , mathematics , philosophy , physics , paleontology , linguistics , database , biology , thermodynamics
Teaching for conceptual change used to overcome misconceptions is a teaching that explicitly intended to facilitate students to have experience conceptual change learning. The Prerequisites for this learning are dissatisfaction, intelligibility, plausibility, and fruitfulness. It was implemented a teaching approach for this purpose on Newton’s First Law by a quasi experimental research method with pre-test and post-test control group design. The sample was selected based on convenience sampling. The instrument used was the Force Concept Inventory translated to Indonesian (Ind-FCI) for the domain of Newton’s First Law. The independent sample U-test by α = 0.05 was used to test the hypothesis. The effectiveness of shifting of students’ conceptual understandings toward the true concepts was determined by the N-gain value. The result was the mean N-gain of the experimental and control group were 49.15% and -3.85% respectively. There was a significant difference of increase in students’ conceptual understanding between those who were taught using the conceptual change approach and conventional one. Therefore, the teaching for conceptual change can be used to help students to reduce their misconceptions.