International Conference on Mathematics, Science, and Education 2015 (ICMSE 2015)

EXSTERNAL REPRESENTATION TO OVERCOME MISCONCEPTION IN PHYSICS

1 2 3 3
J. Handhika , Cari , Suparmi , W. Sunarno
1
Natural Sciences Education, Doctoral Program, Graduate School of Sebelas Maret University, Lecturers of IKIP PGRI MADIUN, Madiun, Indonesia
2,3,4
Lecturers of Sebelas Maret University, Surakarta, Indonesia

ABSTRACT

The aims of the research are to determine the profile of symbols and visual representations of the students in
understanding the concepts of physics and effectiveness of used external representation to overcome misconceptions.
Method of this research are descriptive qualitative with purposive random sampling consist of studnets who have taken
basic physics course in first semester (2013/2014) 25 students. Instrument of this research using test concept and
interview. The results showed that 40% of college students suspect misconceptions on the problem of type I, 36 % type II,
48% type III and 56% type IV. External representation could be used as an alternative solution to prevent misconceptions
with high total gain value (0.90).

Keywords: External Representation, Misconception, Physics

INTRODUCTION

Physics is a subject that difficult to understand by abound”. Misconceptions different from preconceptions.
the students. In learning physics, students have to use Zhou G. Nocente N, & Brouwer W (2008) revealed that
mathematical, symbols and intuition language influence the "preconceptions serve as a platform from the which
to construct student's conception. Incorrect students interpret Reviews their world". Clement J.,
understanding of mathematical language and intuition Brown E. D., & Zietsman A (1989) defines
can cause misconceptions. Some Researcher and preconception as an "idea heald before instruction". If
education scholars conducted research to investigate and students preconception different with experts
overcome misconceptions. Kurnaz, M. A. & Calik M. conceptions, the students has the potential
(2008) 5E approach to reduce the use of alternative misconceptions. Students can’t answer the problem is not
concepts students, kaya B. E & Gullu D. (2008) necessarily experiencing misconceptions, Students also
followed by identifying misconceptions by using a have no knowledge at all about the problems that we
conceptual test, (Aydin G. & Balim A. G: 2010) uses the provide. Misconceptions can occur due to various
concept of change strategy to eliminate the student factors, including intuition (Clement J., Brown E. D., &
misconceptions. The term misconceptions expressed Zietsman A: 1989), the subject abstract and difficult to
differently by researchers. Alternative concept, is one of understand "In some cases, students generate erroneous
the term was also used by researchers Physics (Kurnaz, explanations Because some scientific ideas are abstract",
M. A. & Calik M. : 2008). Misconception is consider as a misinformation from friends, teachers, and sources of
student’s conception different from that understood the teaching "another cases, students learn wrong ideas
concept of scientists / experts. Hammer d. (1996) created by others, Including teachers and textbook
revealed that“misconceptions to refer only to the developers" (Giuseppe M. D. & Fraser D:2012).
phenomenology of patterns in students’ responses that Representation is the disclosure of the source of
are inconsistent with expert understending”.(Giuseppe information returned by the recipient. In the perspective
M. D. & Fraser D:2012) revealed that “Ideas and of education, has developed the terms of representation
Explanations That vary significantly from accepted of students and external representation. Student
knowladge are typically called misconceptions or representation is the disclosure back to the source
alternate conceptions, and science misconceptions
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 International Conference on Mathematics, Science, and Education 2015 (ICMSE 2015)

received by the students, exsternal representation is the students are not treated properly, it will potentially bring
representation given by the lecturers to the students to up misconceptions.
help students reflect back the information obtained. Cox In this research, will be profiled four examples of
symbols and mathematical representation in the process
R. J & Jones W. B. (2012). Tsui Y. C. & Treagust F. D.
of learning the basic physics (kinematics and dynamics ),
(2003). External repesentation is a presentation of which can cause cognitive conflict within the student.
information from the lecturer to the students (Figure 1). With good treatment of cognitive conflicts, problems
arise can reduce and improve understanding of the
Source Lecturer External students conception. The information from this research
Representation are expected to be used as a reference for lecturers /
teachers to modify the learning process, by promoting the
provision of cognitive conflict through the strengthening
of external representation.
External External
METHODS
Representation Representation

This research was conducted in IKIP PGRI

Figure 1. External Representation and Students
MADIUN Samples in this research are students of first
Reprsentation
semester who take a course of basic physics (25
Students). Method of This research are descriptive
In the kinematics and dynamics lessons, students
qualitative. Method of data collection in this research is
have difficulty in represent visual and symbols
information. Representation difference between the two test understanding concept and interview.
can bring cognitive conflict for students. (Lee et al, 2003)
in Lee G. & Yi J. (2013) clarify the definition of RESULTS AND DISCUSSION
cognitive conflict, cognitive conflict is the basis of a
wrong perception that gives the difference between a First Issues. Student representation provided
person's cognitive structure and the environment information that there are students who have
(external information) or between components of a misconceptions. Here is presented a representation of
person's cognitive structures (ie conception of man, students on the subject of kinematics and dynamics
belief, substructures, etc., which is part of the cognitive (Table 1).
structure). If the cognitive conflict experienced by
Tabel 1. Students Representation
Type Sample Concept Sample Students Representations
Kinematics
1. Mathematical representation Equal form of Mathematical representation

Dynamics
2. Net force equal with velocity and square of
velocity
............................(1)

...............................(2)
3. Visual Representation.
Moving upward and
slowing to a stop.

4. Ilustrated the frictional force

fs fs
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 International Conference on Mathematics, Science, and Education 2015 (ICMSE 2015)

alternative Solutions. On the first issue, the student can’t

distinguish similarities speed and velocity, and F
mathematical symbols presented. Displacement is a
change in position, which changes in physics finite
symbolized in ( ). In addition to reading representation
of a symbol, a visual representation in the form of graphs
and essential questions can be used to enhance the
student's understanding. Graph relationship between two
variables will help students understand the issue (Figure
1). v
Figure 2c. Correct External Representation
( )
On the second issue, of course, students are also
confused. The right external representation can help
students draw conclusions. On this issue, without due
attention to the graphical representation of variables and
concepts can produce a wrong conception. In equation
( ) (1) if we assume , , of course is not
appropriate. As we know, the value may not be equal
Figure 1. Virtual Exsternal Representation of Velocity to zero, because the symbol of the changes in invinite
(Dispalcement vs time) time. If students can not read this symbol will display
two graphical representation (Figure 2a). Emphasis
With the external representation of the graph (Figure 1), needs to be given an understanding of mathematical
the representation of students who answered will language in teaching physics.
Impulses also reinforces that (Figure 2a) is not
experience cognitive conflict, when s = 0 and t = 0 or t =
0. Graphically they can show a specific coordinate, but proper, where , despite the magnitude of the
when substituted value produces Infinity. Students will impulse, but the value must exist. On the third issue,
reflect back the answer. The concept of instantaneous an example of the external representation of the lecturer
velocity needs to be instilled in students. That the is needed, the depiction of the vector is longer for values
concept of using the instantaneous speed limit where t is greater force is necessary, but also need identification
close to zero, it does not mean = 0. From this how many forces acting. Giving the right external
representations can help students understand the concept.
definition it is clear that physically or mathematically
On the fourth issue, accuracy factors influence
value should not be zero.
in ilustrated the frictional force. Students ilustrated
frictional forces swipe left, assuming conception
F
frictional force opposite to the direction of force, because
the direction of the force to the right, so the direction of
the frictional forces to the left. For students who
understand the concept, that the wheels are spinning in
the down position, the wheels and the floor when the
interaction occurred, it would seem that the direction of
the friction force to the right, because the direction of the
v=v2
force to the left, even if the object is moving to the right.
Figure 2a. Incorrect External Representation
It should also be emphasized that the direction of the
force is not is not always in line with a velocity.
F
Lecturers can also use a simple media, to make a circle
and describe the force on a spinning wheel (Figure 3).

Figure 3. The force on a spinning wheel

v2 By using the external representation more detail, can help
Figure 2b. Correct External Representation students understand concepts and solve problems of
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 International Conference on Mathematics, Science, and Education 2015 (ICMSE 2015)

physics. In resolving the problem, drawing a free-body done right well . (Table 2) Represent students conception
diagram and determining the direction of the force after and before usinng external representation. Total
entered the stage of problem identification. Physics gain value from table 2 is (0.90).
problems can be resolved with proper identification when

Table 2. Percentage suspect Misconceptions

Type Before using external Representation (PreTest) After using external Representation ( posttest)
Problem Correct Conception Incorrect Conception Correct Incorrect Conception
(Suspect Misconception) Conception (Suspect Conception)
1 60% 40% 88% 12%
2 64% 36% 92% 8%
3 52% 48% 92% 8%
4 44% 56% 92% 8%

CONCLUSION Chemistry. Creative Education, 2(5): 461-465

Copyright © 2011 SciRes.
Students representation should be explored, both
symbols and visual representation. These findings Lee G. & Yi J. 2013. Where cognitive conflict arises
provide information that is not all student representation from?: the structure of creating cognitive conflict.
are correct. External representation from the lecturer in International Journal of Science and Mathematics
accordance with representations that developed during Education. 11: 601-623
the learning can be used as an solution to overcome Hammer D. 1996. Misconceptions or P-Prims. How May
misconceptions students. Lecturers should be able to Alternative Perspective of Cognitive Structure
choose an appropriate representation. Concept must be Influence Instructional Perception and Intention?.
managed by teachers and lecturers, it’s affect to student The Journal of Learning Sciences 5(2):97-127.
comprehension. If lecturer don’t understand the concept, Lawrence Erlbaum Associates, Inc.
most likely a visual representation (2a) would appear. Giuseppe M. D. & Fraser D. March, 2012. Myths and
Learning physics can’t be separated from a mathematical Misconceptions in Science Education.
language, mathematical language should be understood Crucibleonline www.stao.ca. 43 (4)
as any mathematical symbols have a specific physical Kirikkaya B. E & Gullu D. 2008. Fifth Grade Students’
meaning. Misconception about Heat-Temperature and
Evaporation-Boiling. Elementary Education
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