A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation
Keywords:misconceptions, alternative conceptions, conceptual change
The difference between students' ideas and scientific conceptions, is called misconceptions. Physics learning needs to be designed by teachers to eradicate misconceptions. This paper provides a review of 72 international journal articles on diagnosis methods, causes, and ways of remediating misconceptions that have been published between 2005-2020. The results obtained various diagnostic tools for physics misconceptions: interviews, open-ended tests, multiple-choice tests, and multiple-tier tests. Knowledge of some causes and the ability to diagnose becomes the basis for determining remediation strategies or preventing misconceptions. Interviews are suitable for revealing new misconceptions with a few participants, while the four-tier test is more effective for many participants. The most effective remediation strategies through the conceptual change approach are Simulation-Based Experiment, Conceptual Change
Texts, and Inquiry-Based Learning. The development of diagnostic tools and remediation methods remains a more challenging topic for future research.