Investigating the effectiveness of an active learning based-interactive conceptual instruction (ALBICI) on electric field concept

The main purpose of this study was to develop the ALBICI model based on PDEODE*E tasks for promoting conceptual change and investigating its effectiveness of pre-service physics teachers’ understanding on the electric field. Results showed that the ALBICI model was an effective means of changing misconceptions students held. Data presented in the tables clearly showed that after the intervention, pre-service physics teachers enhanced their understanding. However; a few misconception still occurred in students’ mind, especially, M1, M3, M5 and M7 (see Table V) about electric field occurred in the pre- and post- tests. This possibly arise from some reasons such level of students’ seriousness (personal motivation aspect) are involved in PDEODE*E tasks. This case is conceivable, because students’ misconceptions are deeply rooted into their existing knowledge structures. Hence, misconceptions were proven to be highly resistant to change, in other words, they are most robust (e.g. Goris & Dyrenfurth, 2010; Lombardi, Sinatra, & Nussbaum, 2013). On the other case for M3 and M5, that is, the students changed their scientific and partial understandings as misconception and no understanding. That is why the students’ negative changes possibly arise from unwilling to participate in PDEODE*E activities. They also experienced partners’ misconception/s and influenced negatively and finally accepted their misconception/s (e.g. Srivastava, John, Gosling & Potter, 2003; Dass, 2005).

To sum up, this research proved that the ALBICI model with PDEODE*E task which was utilized was effective in changing students’ misconceptions and enhancing students’ conceptual understanding. Moreover, the ALBICI model with PDEODE*E tasks indicated that it is possible to change the traditional classroom setting in terms of ease conceptual change. Nonetheless, many multifarious factors such as: cognitive, motivational, ontological, and epistemological affected conceptual change process (e.g. Havu-Nuutinen, 2005). Based on this thoughtfulness, it is possible to utilize our model in teaching electric field concepts by focusing on problem about group discussion given earlier. Unfortunately, one of the most limitations of this study is sample size. Thus, we advise if we want to implement this model in our learning environments, we should be aware about subject size. A precise size of subject is able to guarantee that the implementation of ALBICI model is the strongest factors that influence the learning situations.

Lastly, we suggest here that the success of the pre-service physics teachers was mainly arisen from the fact that the PDEODE*E tasks helped them to evaluate their prior knowledge and to re-checked their ideas within their groups or whole-class discussions and to construct new concept in their minds especially by using exploration sheet known as conceptual change model proposed by Posner, Strike, Hewson, & Gertzog (1982). Hence, we suggest that the ALBICI model with PDEODE*E tasks should be used to promote conceptual change.