The reconstruction of preservice elementary teachers’ conception about free fall using cognitive conflict strategy

Abstract

Abstract Misconception about Free Fall have many experienced by preservice elementary teachers. It was caused by their teachers has not understood these concepts and how to teach it. This study aim analyzed a conceptions reconstruction on remedial teaching using Cognitive Conflict Strategies developed about Free Fall concept. The research method used is mixed methods with Intervention Mixed Methods Design. The participants are preservice elementary teachers’ in one of private university in Central Java who take the Second Basic Concept course. The results have shown that Cognitive Conflict Strategy is effective to reconstructing the conception of preservice elementary teachers on Free Fall using remedial teaching. This is indicated by most of them have experienced conceptual change with the revision level in every misconception that occurred in the prior conception. The research recommendations are the lecturer of Basic Science, which have elementary school graduates background generally, should have to collaborate with Physics and Biology lecturer to develop a scientific concept understanding by using learning model that can reconstruct the student conception.