ISSN: 2226-6348
Open access
The Objective of this study is to identify misconceptions of sound propagation which students often encounter when asked. Generally, sound is a form of energy: the branch of physics that is concerned with this form of energy is acoustics. In particular, the study focused on the area of sound and misconceptions held by group of science students. In addition, through the use of interview method, the researchers identify students’ understanding about sound and sound propagation. There are 4 participants of science students Faculty of Education University Teknologi Mara (UiTM). Two of the participants are bachelor of education science in (Chemistry) and another two participants are bachelor of education science in (Physics) as the sample in this research. All of the participants have the basic knowledge on concept of sound. The approach for this study is phenomenography. In general terms, phenomenography is the study of qualitatively different ways in which people conceptualization various aspect of reality and phenomena. The findings showed that the participants have poor understanding and have many misconceptions on the concept of sound propagation. For the conclusion, it is evidences that the participants possessed misconceptions in sound propagation. So that, misconception issue must be called as serious learning obstructions in learning physics and have to be address if the objective of physics education is to be achieved successfully. Research recommended for teaching and learning for sound propagation, teacher need to aware although, student do not necessarily construct the same conceptual relationship for specific phenomena in different contexts.
Aygun, M., & Hacioglu, Y. (2022). Teaching the Sound Concept: A Review of Science and Physics Education Postgraduate Theses in Turkey. Athens Journal of Education, 9(2), 257-275.
Creswell, J. W. (1998). Qualitative research and research design: Choosing among five traditions. London: Thousand Oaks.
Driver, R. (1983). Pupil as scientist. McGraw-Hill Education (UK).
Erduran, S. (2003). Examining The Mismatch between Pupil and Teacher Knowledge in Acid-Base Chemistry. School Science Review, 84(308), 81-87.
Hewitt, P. G. (2002). Conceptual physics. Pearson Educación.
Hrepic, Z. (2002). Identifying Students' Mental Models of Sound Propagation (Doctoral dissertation, Kansas State University).
Kanyesigye, S. T., Uwamahoro, J., & Kemeza, I. (2022). Difficulties in Understanding Mechanical Waves: Remediated by Problem-Based Instruction. Physical Review Physics Education Research, 18(1), 010140.
Lin, H. S., Yang, T. C., Chiu, H. L., & Chou, C. Y. (2002). Students' Difficulties in Learning Electrochemistry. Proceedings-National Science Council Republic of China Part D Mathematics Science and Technology Education, 12(3), 100-105.
Linder, C. J. (1989). A Case Study of University Physics Students' Conceptualization of Sound (Doctoral dissertation, University of British Columbia).
Merino, J. M. (1998a). Complexity of Pitch and Timbre Concepts. Physics Education, 33(2), 105.
Merino, J. M. (1998b). Some Difficulties in Teaching The Properties of Sounds. Physics Education, 33(2), 101.
Nahum, T. L., Hofstein, A., Mamlok-Naaman, R., & Ziva, B. D. (2004). Can Final Examinations Amplify Students’misconceptions In Chemistry?. Chemistry Education Research and Practice, 5(3), 301-325.
Osborne, R., & Freyberg, P. (1985). Learning in Science. The Implications of Children's Science. Heinemann Educational Books, Inc., 70 Court Street, Portsmouth.
Periago, C., Pejuan, A., Jaen, X., & Bohigas, X. (2009). Misconceptions about The Propagation of Sound Waves. In 2009 EAEEIE Annual Conference (pp. 1-6). IEEE.
Sequeira, M., & Leite, L. (1991). Alternative Conceptions and History of Science in Physics Teacher Education. Science Education.
Volfson, A., Eshach, H., & Ben-Abu, Y. (2022). History of Science Based Dialogues on Sound Waves: From Sound Atoms to Phonons. Physical Review Physics Education Research, 18(1), 010123.
Wandersee, J. H. (1986). Can the History of Science Help Science Educators Anticipate Students' Misconceptions?. Journal of research in science teaching, 23(17), 581-97.
Wittman, M. C. (1998). Making Sense of How Students Come to an Understanding of Physics: An Example From Mechanical Waves. University of Maryland, College Park.
Wittmann, M. C., Steinberg, R. N., & Redish, E. F. (1999). Making Sense of How Students Make Sense of Mechanical Waves. The Physics Teacher, 37(1), 15-21.
In-Text Citation: (Yusof et al., 2022)
To Cite this Article: Yusof, M. M. M., Arshad, A. S. B., & Ellianawati. (2022). Identifying Students’ Misconceptions of Sound Propagation. International Journal of Academic Research in Progressive Education and Development, 11(4), 359–372.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode