The development of scientific concept on the topic of buoyant force for grade 12 students using the buoyant force experiment set
Keywords:Predict-Observe-Explain Teaching Method, Understanding of Scientific Concepts, Buoyant Force Experiment Set
This research aimed to develop a series of experiments set on buoyant force and develop students’ understanding of scientific concepts on the buoyant force for grade 12 students. Based on the Predict-Observe-Explain (POE) teaching method. The target groups were students in two schools in Khon Kaen Province; there were 22 grade 12 students in Nam Phong Suksa School and 34 grade 12 students in Khon Kaen Wittayayon II school (Saman Sumetho). This research uses a Quasi-Experimental Research model. Two categories of research tools were used in the study:
1) The instruments used in the experiment were a series of experiments on buoyant force and two POE learning management plans. The activity using the experimental series on buoyancy consisted of 6 activities.
NO.1 Experiment with three clay blocks which is the same mass but in different shapes (sphere, cube, pyramid, etc.).
NO.2 Experiment with weighing objects which is the same volume but in different masses
NO.3 Measure the buoyant force of objects of different volumes but in the same mass.
NO.4 Experiment to find the buoyant force of one object which is in three different liquids (oil, water, salt water).
NO.5 Measure the buoyant force when objects are at different depths.
NO.6 How does the amount of liquid above the sinking object affect buoyancy?
2) The instrument used to collect the data was the eight items of the Two-Tier Diagnostic test about scientific conceptions of buoyant force. Data analysis was used to average the scores before and after classes.
The students showed 5 scientific misconceptions about buoyant force. 1) Depth affects the buoyant force. 2) Amount of water under the material effects buoyant force. 3) The buoyant force is inversely proportional to the density of the liquid. 4) The volume of a sinking object does not affect the magnitude of the buoyant force. 5) Different densities of liquid did not affect the magnitude of the buoyant force.
The results showed that students in both schools who were taught about buoyant force by using the Buoyant Force experiment Set, were able to develop scientific concepts of buoyant force. When considering the scores for each item, we found that the most misconception of the buoyant force experiment set developed in NO.3 misconception (96.43% of the sample). The next, in order was NO.1 misconception (87.50% of the sample) and NO.2 misconception (73.21% of the sample).REFERENCES
Cartier, J. (2000). Using a modeling approach to explore scientific epistemology with high school biology students. United State of America: University of Wisconsin Madison.
Sangsupata, S. (1993). Development of a two-tiered multiple-choice test to measure misconceptions in physics among high school students in Thailand (Unpublished Ph.D. thesis). Oregon State University, Thailand.
Supasorn, S. (2015). Grade 12 Students’ Conceptual understanding and mental models of galvanic cells before and after learning by using small-scale experiments in conjunction with a model kit. Chemistry Education Research and Practice, 16, 393-407.
Tisana Khemmanee. (2011). Pedagogical science. Bangkok. Chulalongkorn University.
Wanjaree Mangsing (2012). Understanding of scientific consensus on climate of Mathayom Suksa 1 students after applying teaching strategies to change the opinion of Heeson & Hewson. KKU Journal Graduate Research, 6(2), 186-195.
Authors who publish with the Proceedings of the International Conference on Physics Education 2022 agree to the following terms:
a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access - http://opcit.eprints.org/oacitation-biblio.html).
Privacy Statement The names and email addresses entered in the Proceedings of the International Conference on Physics Education 2022 site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.