Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion
Subuh Anggoro 1 * , Ari Widodo 2 , Andi Suhandi 2 , David F. Treagust 3
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1 Universitas Muhammadiyah Purwokerto, INDONESIA2 Universitas Pendidikan Indonesia, INDONESIA3 School of Education, Curtin University, AUSTRALIA* Corresponding Author


Both students and teachers have misconceptions about Force and Motion, often caused by teachers not being well-prepared to teach the accepted scientific theory. Besides, teachers rarely or never use a cognitive conflict strategy in their teaching. The present study is aimed at investigating the use of a discrepant event to facilitate preservice elementary teachers’ conceptual change on Force and Motion concepts. The main objectives were to (1) investigate conceptual changes in Force and Motion concepts and (2) track students’ conceptual change and their learning progression of these concepts. The research method used an intervention with a mixed method design. Second-semester students (N=120) participated in this study. The research instrument consisted of background information of respondents and their belief of conceptions about Force and Motion. The preliminary study using Direct Instruction and discussion methods. Once students’ conceptual change profiles were known, remedial teaching was conducted through Reflective Conceptual Change Model-assisted Visual Multimedia. The research findings have shown that a discrepant event could help participants engage in conceptual change and have better explanations than before. The profile of their conceptual change and pattern of learning progression are discussed.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 8, August 2019, Article No: em1737

Publication date: 11 Apr 2019

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