WHY TEACHERS FACES MISCONCEPTION: A STUDY TOWARD NATURAL SCIENCE TEACHERS IN PRIMARY SCHOOLS

Authors

  • Dek Ngurah Laba Laksana Primary Teacher Education Department of STKIP Citra Bakti, Indonesia Eduational Technology at Universitas Negeri Malang, Indonesia
  • I. Nyoman Sudana Degeng Eduational Technology at Universitas Negeri Malang, Indonesia
  • I. Wayan Dasna Eduational Technology at Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.46827/ejes.v0i0.914

Keywords:

misconception, natural science, primary school teachers

Abstract

This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered through observation sheet, interview, and diagnostic test. The data are further analyzed descriptively through four stages analysis, namely data collection, data reduction, data presentation, and making conclusion. The result of the study shows that there are 74.6 % of total responses of misconception and non-misconception. On the other hand, there are 25.4% who have the scientific concepts. Mostly, the misconception occurs on, 1) the concept of substances which are needed for photosynthesis on plants, 2) concepts of the needs of sunlight in photosynthesis, 3) the concepts of substance density, and 4) the concepts of free fall motion.

 

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References

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Published

2017-07-26

Issue

Vol 3, No 7 (2017)

Section

Articles

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