STUDENTS’ MISCONCEPTIONS IN ELECTRICITY AND LEARNING STRATEGIES TO REDUCE THEM: A LITERATURE ANALYSIS
Abstract
Misconception is a conceptual misunderstanding experienced by students where the concept owned by students does not correspond to the scientific concept. Misconceptions are often found in science, especially in the topic of electricity. Electricity is one of the important topics in science that has many phenomena and connections with everyday life. In addition, electricity is assumed as an abstract concept that is difficult to understand by students. This study aims to analyse literatures that discussed about the detection of students’ misconceptions in electricity concepts and the learning strategies to reduce those misconceptions. The method used in this study is a literature review with four stages: designing the review, conducting the review, analysing the literatures, structuring and writing the review findings. The research findings indicate that the most widely discussed misconception is that the lamp closest to the positive pole of the voltage source receives the largest current. In contrast, the next component receives the remaining current from the previous component. These misconceptions are still being attempted to be reduced or even eliminated. Efforts that have been applied to reduce misconceptions include implementing certain learning strategies that can build students' complete understanding of electrical concepts and combining them with simulations or virtual laboratories that can present concepts visually so that the concepts presented are no longer abstract for students. To conclude, the concept of electricity is abstract and likely to cause misconceptions in students. Therefore, the effective learning strategies have to be implemented to reduce students’ misconceptions in electricity. The list of misconceptions and learning strategies that have been analysed can be used as a reference for teachers to plan appropriate learning strategies in the future to minimize misconceptions.
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DOI: https://doi.org/10.21107/jps.v12i1.29495
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