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Student Conception and Misconception in Drawing Phosphorus Cycle Based on Worked Example Learning R Faujiyati (a)*, A Rahmat (b)*, and Amprasto (b) Corresponding Author: Risa Faujiyati

Question from Ms. Indira Kartika Rahayu 2020.07.12 21:36:55 How to overcome students^ misconception in phosporus cycle? Are there any learning strategies that make students avoid misconceptions?

Reply from Ms. Risa Faujiyati 2020.07.13 00:06:41 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.

Reply from Ms. Risa Faujiyati 2020.07.13 00:09:43 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. Thank you.

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