A  review of misconception in physics: The diagnosis, causes, and remediation: Research Article

Gaguk Resbiantoro; Rahyu  Setiani; Dwikoranto

doi:10.36681/

Authors

Gaguk Resbiantoro State Islamic Institute of Tulungagung
Rahyu Setiani
Dwikoranto

DOI:

https://doi.org/10.36681/

Keywords:

misconceptions, alternative conceptions, conceptual change

Abstract

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.

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