Enhancing Conceptual Understanding and Concept Acquisition of Gravitational Force through Guided Inquiry Utilizing PhET Simulation

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E-mail: [email protected] ISSN: 2580-278X (e) pp : 44-52

Sainstek: Jurnal Sains dan Teknologi

Vol 15 No 1, June 2023 ISSN: 2085-8019 (p), ISSN: 2580-278x (e)

44

Enhancing Conceptual Understanding and Concept Acquisition of Gravitational Force through Guided Inquiry Utilizing PhET Simulation

Ogi Danika Pranata

¹

*

1Physics Education Department, State Islamic Institute of Kerinci Sungai Penuh, Jambi

*email: [email protected]

Article History Received: 5 May 2023 Reviewed: 27 June 2023 Accepted: 30 June 2023 Published: 30 June 2023

Key Words

Conceptual Understanding;

Gravity and orbits; Guided Inquiry; PhET Simulation;

Abstract

The concepts of gravity and orbits are difficult to visualize and understand. Computer simulations offer significant advantages for designing learning environments that address these difficulties. One of the best and most popular computer simulations is Physics Education Technology (PhET), which help student with simulation during inquiry-based learning. A quantitative method with the pre- and post-test design was applied to explore student conceptual understanding and concept acquisition about gravity and orbits. The study population consisted of 35 students taking basic physics courses, which was small enough that the entire population was used. A worksheet was designed based on simulation and concepts, with minimum guidance from a teacher. Conceptual understanding data was collected through three stages of testing: pre-test before learning, formative tests just after guided inquiry-based learning, and post-test at the end. The data from all the tests were analyzed descriptively to provide an overview of students’ conceptual understanding. N-Gain was also calculated. Then the condition in which students’ concept acquisition was categorized as loss, hold, and increase was measured. The average pre-test score was very low (32.26), but it increased significantly in the formative test (74.27) and post-test (74.73). The N-Gain values varied significantly among students, with an average categorized as medium (0.63). There were 18 students with high N-Gain, 8 students with medium N-Gain, and 5 students with low N-Gain.

Based on formative and post-test data, we concluded that both gain and loss can occur in learning. Concept acquisition can give us more information about conceptual understanding.

INTRODUCTION

Learning science from various levels generally fails to provide most students with a correct understanding of science (Wieman &

Perkins, 2006), especially when concepts are

difficult to visualize. Most of the physics concepts taught in senior high school and university are more abstract and difficult to visualize, such as the concepts of gravity and orbits in the solar system. Mostly, students have to imagine the concept without any aids. This

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45 condition became a challenge for teachers to

deliver those concepts. Nowadays, computer simulations provide substantial advantages in designing learning environments to address these challenges.

One of the best and most popular computer simulations in science is Physics Education Technology (PhET). PhET was initially started in physics education research and later expanded to all science. PhET simulations have been used in many different educational settings, including lectures, individual or small group inquiry activities, homework, and lab (Wieman et al., 2010).

PhET offers many advantages for learning. It can introduce a new topic, build concepts or skills, reinforce ideas, and provide a final review and reflection (Wieman et al., 2010). PhET also develops as a confirmatory tool in learning physics (Pranata, 2023). PhET simulations are flexible tools that allow students to choose their learning path inalienable student agency (Kathy Perkins, 2020; Podolefsky, Perkins, et al., 2010). PhET simulation foster student ownership of the simulation and the knowledge that they gain through interacting with the simulation (Katherine Perkins et al., 2012).

The main goal of learning is to gain correct knowledge and concepts. To achieve those goals, the teacher facilitated students with minimum guidance to explore the simulation.

PhET simulations allow teachers to shift away from serving as a knowledge source or evaluator to serving as a facilitator (Kathy Perkins, 2020).

The guidance was provided in the form of worksheets, which were designed based on simulation, and concepts, and with minimum guidance from the teacher.

PhET simulation relies on the guidance of a teacher (Wieman et al., 2010). Lighter guidance or implicit scaffolding allows students to construct their understanding through semi- guided exploration (Wieman & Perkins, 2006), engage in authentic science process skills (Paul et al., 2013), results in greater student interaction and exploration of a simulation (Chamberlain et al., 2014). This type of learning can increase student practice in scientific inquiry.

Learning based on scientific inquiry help the student to learn and follow various step in

scientific methods. Started to form how to ask questions, plan and conduct an investigation, gather and analyze data, develop an explanation, and communicate their conclusions (Contant et al., 2018). Scientific inquiry is a powerful way of understanding scientific content.

Inquiry-based learning is a student-centric pedagogical approach characterized by activities that encourage the acquisition of both science content knowledge and process skills (Bunterm et al., 2014). Scientific inquiry and conceptual knowledge in science are intimately linked. With appropriate teacher guidance and support, students can develop the abilities necessary to do scientific inquiry (Contant et al., 2018). Through inquiry, students not only learn about science but also learn to do science.

In this learning, students assisted with technology (PhET simulation) to conduct investigations. They can repeat the investigation to gather enough data and then make their explanations based on their activity and data.

There are various levels of inquiry-based learning. In this study, guided-inquiry is used because it showed greater improvement in both science content knowledge and science process skills (Bunterm et al., 2014).

So, we aim to explore students’

conceptual understanding and concept acquisition of gravitational force by guided inquiry using Physics Education Technology (PhET) simulation. We collect data to explore whether students had misconceptions about gravitational forces before learning, how students engaged in learning, and whether students gained and acquired a better conceptual understanding.

METHOD

The quantitative method with the pre-and post-test design was applied to the study population of 35 students in basic physics courses. The entire population was used as a sample, which whole-population population sampling. Guided inquiry-based learning was conducted using the “Gravity and Orbits”

simulation (Figure 1) from Physics Education Technology (PhET). The simulation can be accessed via the website link https://phet.colorado.edu/en/simulations/gravity

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46 -and-orbits. A worksheet and test were designed

based on the simulation and concepts, with minimum guidance from the teacher.

Worksheets test were used to explore students’

conceptual understanding and their concept acquisition.

The worksheets were designed as inquiry activities to investigate the motion of the celestial body and gravitational force. The guidance provided to students was minimal to allow exploration and interaction with the simulation, (Chamberlain et al., 2014), take control over their learning, and support learning (Paul et al., 2013).

Data on conceptual understanding and concept acquisition were collected through three stages of testing: pre-test before the learning, formative tests just after guided inquiry-based learning, and post-test in the last meeting. The tests included three sub-concepts about gravity and orbits. First, the concept of motion of celestial bodies, especially orbital motion in the Sun-Earth system and the Earth-Moon system.

Second, gravitational force (its vector and strength based on mass and distance). The last one is a very interesting, phenomenon in extreme conditions: how the earth would move if the sun suddenly disappears. These extreme conditions are available to explore in gravity and orbit simulations when gravity is set off. These sub-

concepts underlie the design of all test instruments.

Then the data from all the tests were analyzed using descriptive statistics to provide an overview of conceptual understanding and concept acquisition. N-Gain was also calculated to describe how effective the guided inquiry learning using PhET was in acquiring an understanding of gravity and orbits. N-Gain score was computed using the following equation.

𝑁 − 𝐺𝑎𝑖𝑛 =𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡 % − 𝑝𝑟𝑒 𝑡𝑒𝑠𝑡 % 100% − 𝑝𝑟𝑒 𝑡𝑒𝑠𝑡 % The category of the N-Gain score was shown in Table 1. (Hake, 1998).

Furthermore, the conditions of whether students’ concept acquisition were loss, hold, and increase were also measured after learning.

These conditions were computed using the same equation by comparing formative test and post- test data. To compensate for uncertainty in the data, we assume that a score between -0.2 and 0.2 is interpreted as concept acquisition being held. Scores lower than -0.2 and bigger than 0.2 were interpreted as concept acquisition being lost and increased, respectively.

Table 1. Category of N-Gain (G) Score

Score N-Gain Category

G < 0.3 Low

0.3 ≤ G < 0.7 Medium

G ≥ 0.7 High

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47 Figure 1. The “Gravity and Orbits” simulation from PhET

RESULTANDDISCUSSION The main focus of the study is to explore students’ conceptual understanding and concept acquisition through guided inquiry learning using PhET simulation. The data consisting of

the pre-test, formative test, and post-test scores for each student were shown in Figure 2. Out of 35 students, we used and analyze data from 31 students. Four students were absent during one of the tests. So, their data were incomplete and unsuitable to include in the analysis.

Figure 2. Students’ Scores from Three Tests The average score for the pre-test score

was very low, namely 32.26 with the highest being only 66.67. We found that 3 students scored zero. This indicates that the student’s understanding of the concept is generally low. In other words, there were many misconceptions about the concepts of gravitational forces dan orbits. Most students (25 students) had no problem with the concept of motion of celestial bodies, and could correctly draw and describe the orbital motion of the Earth relative to the

Sun. However, misconceptions were found related to the second and third sub-concept.

Second sub-concepts about gravitational force, especially the direction and magnitude of the gravitational force indicated by the vector or arrow. No student can describe the direction of gravity accurately and only 6 students are almost correct. There were various misconceptions found such as the direction of the gravitational force appearing to repel between the earth and the sun, the arrow only pointing towards the

100 20 3040 5060 70 8090 100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Students Scores from Three Tests

Pre Test Formative Test Post Test

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48 Earth or only towards the sun, or in a circular

direction like the trajectory of the Earth's motion as shown in Figure 3.

Repel Towards the earth Towards the sun Circular direction Figure 3. Various Misconceptions About Gravitational Force

The surprising result was found for a third sub-concept, which is the concept of gravity under extreme conditions (how the earth would move if the sun suddenly disappeared or if gravity was set off). None of the students were able to accurately describe this condition. The dominant answer was that the Earth would move toward the sun just before it disappears. Other answers included the Earth continuing to move

in its original orbital path, moving randomly, and being stationary as shown in Figure 4.

It was found that almost all students’

difficulties and misconceptions were related to the concept of motion and force, particularly in using an arrow to represent it. Therefore, it is important to understand the language of arrows in physics, especially when dealing with vector quantity (Pranata & Lorita, 2023).

Towards the sun Circular direction Move randomly Stationary Figure 4. Various Misconceptions About Extreme Condition (When Sun Suddenly Disappear)

The pre-test results reflect students’ prior knowledge of physics concepts. Guided inquiry learning with PhET simulation was applied to help students gain correct conceptual understanding. Students’ prior knowledge was adjusted in learning depending on how students interpreted the representations and conceptual connections within the simulation (Podolefsky, Adams, et al., 2010), as observed in the pre-test finding.

The PhET Gravity and orbits simulation served as the main medium in this study. The simulation implicitly scaffolds student exploration with minimum guidance, as shown in the worksheet. The simulation also supported

students in constructing correct concepts. PhET Simulation design provides implicit scaffolding, student-centered activities that used challenge prompts rather than explicit instruction (Kathy Perkins, 2020). Through this simulation (model or real scale as shown in Figure 5a), students by them-self can explore all sub-concept: motion of celestial bodies (especially the Sun-Earth system and the Earth-Moon system), gravitational force (its vector and strength based on mass and distances), and extreme condition (how the earth would move if the sun suddenly disappears or gravity is set off) as shown in Figure 5b-d.

Teachers will help students direct their activity based on worksheets.

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49

(a) (b)

(c) (d)

Figure 5. Simulation features: (a) model or real scale, (b) motion of celestial bodies, (c) gravitational force, and (d) extreme condition (gravity off)

In this learning design, students can explore simulation openly and explore the concepts through experiments, collecting, analyzing, and interpreting data. PhET simulation has many features that support learning science, including representations that are not available in the real world, a high level of interactivity with real-time, and dynamic feedback from the sim (Podolefsky, Perkins, et al., 2010). Variables in simulation can be changed easily which would be difficult or impossible to change in reality (Wieman et al., 2010). Students can get responses based on various values of variables. Within this process, the students can acquire the concepts about celestial body motion and gravitational force, their agency in learning increases, and the teacher became the students’ partner.

Then, through the formative test, it was found that the average score of understanding the concept increased significantly, reaching 74.27.

The highest score was 85.00. Most of the students can accurately describe the motion of celestial bodies, although there were still some

remaining problems. These problems were related to the effect of mass and distance on gravitational force. In the third sub-concept, simulation allowed students to observe the motion of the Earth when the sun suddenly disappears or when gravity is set off.

Then the average score in the post-test was found to be 74.73. This score was much higher than the average pre-test score and almost the same as the average formative test score.

However, some misconceptions persist, particularly in the second and third sub-concepts.

In the second sub-concept, while students had a good understanding of the effect of mass on gravitational force, misconceptions were still found when describing the effect of distance on the force of gravity. As in the third concept, the formative test data suggested that students had a good understanding of extreme conditions (Figure 6a). However, this understanding turned out to be only superficial. When the post-test was given with a slightly different Earth-Sun position compared to the learning process, the same misconception reappeared (Figure 6b).

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50 (a) (b)

Figure 6. Examples of Student Answers for Extreme Conditions (Movement of The Earth if the Sun Suddenly Disappears): (a) During a Formative Test; (b) During the Post-Test.

The N-Gain was calculated for each student and the results are shown in Figure 7.

The N-Gain values varied significantly among students, with an average categorized as medium (0.63). There were 18 students with high N- Gain, 8 students with medium N-Gain, and 5 students with low N-Gain. Unfortunately, 3 out of 5 students with low N-Gain scored zero N- Gain. However, this does not mean that the

learning was not useful. Through guided inquiry learning based on PhET simulation, it was possible to identify the student’s conceptual understanding and misconceptions, as explained earlier. That is one of the advantages of using PhET in learning. PhET simulations often address common misconceptions (Wieman et al., 2010) and are designed to help students acquire a correct understanding of the concepts.

(a) (b)

Figure 7. N-Gain Score: (a) For All Students and (b) Category N-Gain The N-Gain score indicates what students

have acquired during learning, which is calculated based on their scores on the pre-test and post-test. However, more insights can be explored about students’ concept acquisition using formative tests and post-test. That is the condition of whether students’ concept acquisition has been lost, held, or increased, as shown in Figure 8a. The results show that 8 students (26%) experience loss in their concept acquisition, 8 students (26%) maintained or hold their level of concept acquisition, and 15 students (48%) increased their level of concept acquisition, as shown in Figure 8b.

It is important to recognize that in various forms of learning, both gain and loss can occur.

It is also important to identify which students can maintain or increase their gain, and which students experience loss. A student who maintains or increase their gain typically have a good understanding of the content and are curious about the knowledge that they learn.

Conversely, students who experience losses may not have a deep enough understanding of the content or may have misunderstood the formative test questions.

PhET simulations are generally engaging and effective learning tools for middle school (Katherine Perkins et al., 2012; Wieman et al., 2010). These simulations can effectively and interactively demonstrate the concept that are difficult to visualize and understand such as

0

1

N-Gain

1 2 3 4 5 6 7 8 9 10 11

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

23% 53%

24%

Category N- Gain

High Medium Low

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51 gravity and orbits. A previous study reported that

learning using interactive demonstration can

improve students’ concept acquisition (Pranata et al., 2017).

(a) (b)

Figure 8. Acquisition Score: (a) Students’ Concept Acquisition and (b) Category of Acquisition

CONCLUSION

Based on the data and its analysis, we can conclude students’ conceptual understanding and concept acquisition. The average pre-test score was very low (32.26), but it increased significantly in the formative test (74.27) and post-test (74.73). The N-Gain values varied significantly among students, with an average categorized as medium (0.63). There were 18 students with high N-Gain, 8 students with medium N-Gain, and 5 students with low N- Gain. Based on formative and post-test data, we found that 8 students were categorized as having a loss, 8 students as hold, and 15 students as increase in their conceptual acquisition.

Both gain and loss can occur. Concept acquisition can give us more information about conceptual understanding. Students with good conceptual understanding usually can maintain or increase their gain. Conversely, students with poor conceptual understanding experience losses in their concept acquisition.

Based on the test results, it is suggested that further interventions are needed to address persistent misconceptions relate to the second and third sub-concepts. It is important to ensure

that students have a correct understanding of these concepts to avoid any confusion in future learning. The PhET simulation in guided inquiry learning has shown to be effective in improving student’s understanding of celestial body motion and gravitational force, but further refinement of the approach may be necessary to address persistent misconceptions. Overall, the use of PhET simulation in teaching and learning physics has great potential in enhancing students’ conceptual understanding and concept acquisition and providing an engaging and interactive learning experience.

We acknowledge that this study has limitations in terms of the specific concepts covered, the type of learning, and the number of students included as subjects. Thus, future studies could consider expanding on these aspects to obtain a more comprehensive understanding of the impact of PhET simulation on physics education. We also realize that we need a standardized test to measure the conceptual understanding of students in science, particularly in physics when utilizing PhET simulation as a learning tool. Additionally, concept acquisition could give a better explanation of student understanding in learning

-3 -2 -1 0 1

Acquisition

1 2 3 4 5 6 7 8 9 10 11

12 13 14 15 16 17 18 19 20 21 22

23 24 25 26 27 28 29 30 31

48%

26%

Category of Acquisition

Increase Hold Loss

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52 physics and can be applied in other areas of

education using various learning approaches.

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