A Brief Literature Review of Common Misconceptions in Physics Learning Della Astri Widayani (a), Elvin Yusliana Ekawati (a), Yulianto Agung Rezeki (a*)
a) Master Program of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta 57126, Indonesia
*yarezeki[at]staff.uns.ac.id
Abstract
Students and educators commonly experience misconceptions about physics, which are documented periodically. These misconceptions may arise based on epistemological, didactical, or social constructs. However, if these misconceptions are not identified and corrected, scientific understanding and logical thinking skills will be hindered. Furthermore, if those misconceptions continue to be repeated from generation to generation, there will be a systematic science gap in education. This study aims to explore research patterns on misconceptions in physics learning, including trends in misconceptions categorized in physics topics, types of instruments used to identify misconceptions, potential teaching strategies, and digital innovations applied in the process of identifying and correcting misconceptions. The method used in this article is systematic literature review (SLR) with the PRISMA 2020 protocol. Data were collected from articles published from 2014 to 2024 using the Scopus database. The results showed that introductory mechanics was the most dominant in identifying misconceptions. Both test and non-test instruments were used to identify misconceptions. The test instrument began using a two-tier diagnostic test, then developed into a four-tier test since 2018, and there is a five-tier test in 2020. In addition, non-test instruments in the form of interviews and questionnaires. Potential teaching strategies include using philosophical, constructivist, analogy and conflict-based approaches. Digital innovation utilization has shown a significant increase in the last five years for both identification and correction of misconceptions. These results are expected to provide valuable references for educators in developing learning strategies, guide curriculum evaluation for curriculum developer, and spark new innovations in solving misconception problems for researchers.
Keywords: Misconceptions, Physics learning, Systematic literature review
