The development of scientific concept on the topic of buoyant force for grade 12 students using the buoyant force experiment set

Abstract

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 FINDINGS

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).

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