Determination of secondary school fifth-grade students' misconceptions about friction force using concept cartoons

Abstract

The aim of this study is to determine secondary school fifth-grade students' misconceptions about friction force through concept cartoons. The case study survey model, one of the quantitative research methods, was used in the study. The sample of the study consists of fifth-grade students (N=54), including 27 girls and 27 boys, studying at a secondary school in the Marmara Region of Türkiye. The sample was determined using the appropriate sampling method, taking into account the principle of accessibility. The data were obtained by using concept cartoons developed by the researcher. Descriptive statistics were used in the analysis of the data. As a result of the research, it has been determined that fifth-grade middle school students have many misconceptions regarding the topic of frictional force. 51.85% of the students ignore the frictional force due to air, stating that the inside of the cup is empty. It was determined that 50% of the students had the misconception that there is no friction force on smooth surfaces such as polished wood or ice. In the study, it was seen that concept cartoons were effective in determining misconceptions. Concept cartoon-supported argumentation teaching method can be used to eliminate students' misconceptions about excessive specialization about friction force.