Thank you to Ms. Indira for the question. First of all, I want to say that with this
worked example learning is hoped that students can be actively involved in
learning the biogeochemical cycle rather than merely reading the cycle diagram
in a textbook or other source. This is important because the biogeochemical
cycle involves the interaction of biotic and abiotic factors. It is important for
student to tracing atoms in cycle. When worked example succeeded in helping
students get a conception of the phosphorus cycle in the form of identifying the
components involved and the interactions that occur between the components
but it was found that a small proportion of students experienced misconceptions
so this could be developed as a pre-test for misconception.
Research consistently based on Taylor (2017) shows that if we do not activate
and deny misconceptions, whatever we do in learning, misconceptions will not
disappear. Telling students ^why wrong is wrong,^ is also called refutational. This
is the part that is most often lost in traditional teaching. Students need to
understand why you want them to change their beliefs. The key here is to avoid
repeating misconceptions.
Suggested steps in refutational teaching (Taylor, 2017):
1. Develop a misconception pretest
2. Remember to focus on the facts, why ^really^ before you discuss possible
misconceptions in class.
3. Activate misunderstanding but minimize focus on misconception
4. Then argue - focus on why ^wrong is wrong.^
5. Come back to the facts - why ^really^ or even talk about why misconception
develop
6. End with inoculation. Talk about logical errors that other people might use
when they bring this misconception into daily conversation. Remember that we
know what is right, why it is right, and why misconception is wrong.
In the case of phosphorus revealed in this study, it means that at least we
already have information that there are misconceptions that occur and the
source of these students^ misconceptions comes from the limitations of students
in understanding the concepts of chemical molecules and plant physiology which
are also influenced by the water cycle presented at the exploration stage in
learning and the nitrogen cycle in the worked example. This is what might be
considered in implementing the steps suggested in refutational teaching.
