Students' Conceptual Change in Electricity
- DOI
- 10.2991/icmsed-16.2017.11How to use a DOI?
- Keywords
- electricity; phenomenon; conceptual change
- Abstract
The phenomenon that represent electricity concept can be used to explore students' electricity concepts. Students' conceptual change toward electricity concept is taught through facilitation process, both in static electricity and dynamic electricity. The subjects of this research were 25 students of Elementary School Fourth Grade. Data of research were obtained from written responses and interviews toward students related to electricity concept through the approach of CTS (Contextual Teaching Sequence). Results of the research showed that if the concept is more abstract, the students tended to use their experiences as an idea basis in understanding electricity phenomenon, and in the process of concept thinking construction, students tended more to use assimilation process that tended to modify information in order for the initial scheme to be suitable compared to the accommodation process to replace the initial scheme in achieving their thinking balance, and in general the development of students' concept about electricity was highly influenced by the analogy toward their daily life experiences. With the CTS approach, there are still students misconceptions at the end of the lesson, but the involvement of student thinking is more optimal, and the number of students with an understanding of the concept of static electricity is more scientific as much as 52% and the concept of power as much as 64%, but on the electrical circuit and the electrical conductor and insulator relatively smaller percentage
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Rimba Hamid AU - Ari Widodo AU - Wahyu Sopandi PY - 2017/01 DA - 2017/01 TI - Students' Conceptual Change in Electricity BT - Proceedings of the 2016 International Conference on Mathematics and Science Education PB - Atlantis Press SP - 48 EP - 52 SN - 2352-5398 UR - https://doi.org/10.2991/icmsed-16.2017.11 DO - 10.2991/icmsed-16.2017.11 ID - Hamid2017/01 ER -