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Exploring Indonesian student misconceptions in science concepts.

Soeharto Soeharto1, Benő Csapó2,3

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Student science misconceptions differ by grade and gender, with boys showing better understanding than girls. Prospective teachers also exhibited more misconceptions than senior high school students. This highlights key areas for science education improvement.

Keywords:
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Area of Science:

  • Science education research
  • Student learning and misconceptions
  • Assessment of scientific literacy

Background:

  • Student misconceptions in science are a persistent challenge in education.
  • Understanding how misconceptions vary by grade level and gender is crucial for targeted interventions.
  • Existing diagnostic tools may not adequately capture the nuances of these misconceptions.

Purpose of the Study:

  • To develop and validate a two-tier multiple-choice diagnostic test for science misconceptions.
  • To investigate differences in science misconceptions among 10th-12th graders and prospective science teachers.
  • To analyze the influence of grade level and gender on student science misconceptions.

Main Methods:

  • A 32-item two-tier multiple-choice diagnostic test was administered to 856 participants (10th-12th graders and prospective teachers).
  • Confirmatory factor analysis and Rasch modeling were used to establish test validity and reliability.
  • Multiple linear regression analysis was employed to determine the predictive power of gender on misconceptions.

Main Results:

  • The diagnostic test demonstrated strong validity and reliability (CFI=.973, RMSEA=.006; item reliability=.99, person reliability=.80).
  • Significant differences in science misconceptions were found based on grade level and gender.
  • Prospective science teachers showed higher misconception levels than 11th and 12th graders, and boys generally had better conceptual understanding than girls.

Conclusions:

  • The developed two-tier test effectively identifies student science misconceptions.
  • Gender and grade level are significant factors influencing the prevalence and nature of science misconceptions.
  • Interventions should consider gender-specific and grade-level-specific approaches to address science misconceptions in students and future teachers.