Overcoming Students’ Misconceptions on Forces in Equilibrium: An Action Research Study

Outline

• Abstract
• Keywords
• 1. Introduction
• 2. Initial Reflection
• 3. Purposes of Study
• 4. Methodology
• 5. Action and Implementation Plan
• 6. Findings
• 7. Discussion and Conclusion

7. Discussion and Conclusion

Reflecting on the intervention process, we proposed some adjustments to improve the practice, particularly in the action plan. At the same time, some fundamental steps need to be addressed before the intervention process is implemented. Even though an intervention was conducted, it was found that there are students who are unable to describe and identify forces that exist on an object in equilibrium state. An explanation for this is that, as shown in earlier studies, misconceptions are difficult to overcome. Another reason is also that students’ thinking might not have reached the level of “formal thinking” in understanding the scientific concept which is often abstract.

This shows that students’ thinking level is very important in understanding the abstract concepts of physics such as the concept of force. According to Piaget’s theory of cognitive development, students’ thinking level between the ages of 11 to 15 years should have reached the level of “formal thinking”, but the development is not the same for all. Therefore, the focus of intervention activities namely in improving students’ thinking level should be conducted in the next research. Each student has a different thinking level, therefore researcher and teacher must investigate their thinking level whether the students’ thinking level has reached “formal thinking” or still in “concrete thinking” before planning any intervention strategy. By knowing the students’ thinking level, teachers are able to design the intervention strategies to assist the student in enhancing their thinking level from “concrete thinking” to “formal thinking” which then allows the students to understand the abstract concept of forces. A module can be used to improve students’ thinking level which is “Cognitive Acceleration through Science Education (CASE)”. CASE is a module used to improve students’ “formal thinking” in learning science.

Thus, this intervention should be carried out first, before the intervention related to the teaching on the concept of forces is implemented. This study also demonstrates that more active learning strategies which focus on the students and discussion activity help students to gain meaningful understanding thus more of such strategies should to be considered for the next research. McKinney (2004) argues that active learning is “… techniques where students do more than simply listen to a lecture. Students are doing something including discovering, processing and applying information”. Thus, by using active learning, teachers can challenge students’ thinking and improve their understanding in the concept of forces.

Lilia Halim, Tan Kia Yong, Tamby Subahan Mohd Meerah This collaborative action research has been successful in helping students to improve their skills in identifying forces in equilibrium by drawing correct forces arrow and overcoming some misconceptions on the concept of forces. The teaching and learning process for this research helps students in understanding the fundamental nature of forces, methods in drawing forces arrow and ways to overcome misconception for static and constant velocity state. Teaching based on action research is seen effective to overcome misconceptions.