Identifying Pre-Service Science Teachers' Misconceptions About Simple Pendulum Using A Four-Tier Test
DOI:
https://doi.org/10.5281/zenodo.20954721Keywords:
Simple pendulum, Misconceptions, Science education, Pre-service science teachers.Abstract
It is important to learn concepts correctly and meaningfully, as they are the building blocks of knowledge, enabling individuals to classify and organize what they have learned and forming the basis of higher-level cognitive processes. This study aimed to determine the understanding levels and misconceptions of pre-service science teachers regarding the concepts of period and frequency in the context of a simple pendulum, using a four-stage test. The study was conducted within the framework of a descriptive survey model. The study group consisted of 38 volunteer pre-service teachers in the 3rd and 4th years of the Faculty of Education at a state university. As a data collection tool, a four-stage diagnostic test developed by the researchers, consisting of 4 questions related to the topic of a simple pendulum, was used. Through this test, not only the participants’ correct and incorrect answers were analyzed, but also their confidence levels and justifications, allowing for a detailed evaluation of misconceptions, lack of knowledge, self-confidence, and levels of scientific understanding. The research findings revealed that the pre-service teachers' conceptual understanding of the simple pendulum was not at a sufficient level. In the first question, it was determined that 42.10% of the participants had the misconception that there is a relationship between the angle and the period of the pendulum. In the second question, it was observed that 34.21% of prospective teachers held the misconception that the length of the string does not affect the period. In the third question, a misconception regarding the concept of frequency was identified in 34.21%, and a lack of knowledge was detected in 23.68%. In the fourth question, it was determined that 34.21% of the participants had the misconception that mass affects frequency. Overall, the percentage of those possessing scientific knowledge remained relatively low, while misconceptions and knowledge gaps were at a striking level. In conclusion, prospective teachers' knowledge of the simple pendulum remains mostly superficial, and conceptual relationships are not adequately structured. To address this, it is recommended that the teaching process incorporate more experimental activities, simulations, and conceptual discussions.
References
KAYNAKLAR
Adadan E., Trundle K.C., & Irving K.E. (2010). Exploring grade 11 students’ conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction. Journal Research Science Teaching, 47, 1004-1035. https://doi.org/10.1002/tea.20366
Aleifat, R. J., & Tabieh, A. A. (2025). A bibliometric analysis of scientific articles on mathematics misconceptions. International Electronic Journal of Mathematics Education, 20(1), 1-15. https://files.eric.ed.gov/fulltext/EJ1462245.pdf
Alkış Küçükaydın, M., & Uluçinar-Sağir. S. (2019). Determining of Science Misconceptions of Primary School Teachers. Turkish Studies Educational Sciences, 14 (4),1041–1059. https://doi.org/10.29228/TURKISHSTUDIES.23292
Atabek-Yiğit, E., Senoz, A. B., & Balkan-Kıyıcı, F. (2025). Examining teacher candidates’ identification of misconceptions. Teacher Development, 1–19. https://doi.org/10.1080/13664530.2025.2547057
Ay, M., Altın, M., & Altın Ü. (2020). Muhasebe eğitiminde oluşan kavram yanılgılarının geliştirilen dört aşamalı tanı testi ile belirlenmesine yönelik bir araştırma. Akademik Sosyal Araştırmalar Dergisi, 8108). 491-51.
Babai R., Sekal R., & Stavy R. (2010). Persistence of the intuitive conception of living things in adolescence. Journal of Science Education and Technology, 12, 20-26. https://link.springer.com/article/10.1007/s10956-009-9174-2
Ballesta-Claver, J., Ayllón Blanco, M. F., & Gómez Pérez, I. A. (2021). A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry. Mathematics, 9(15), 1755. https://www.mdpi.com/2227-7390/9/15/1755
Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 023108. https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.17.023108
Caleon, I. S., & Subramaniam, R. (2010). Do students know what they know and don’ t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40(3), 313–337. https://link.springer.com/article/10.1007/s11165-009-9122-4
Chala, A. A., Kedir, I., & Wami, S. (2020). Secondary school students’ beliefs towards learning physics and its influencing factors. Research on Humanities and Social Sciences. 10(7), 37-49. https://www.iiste.org/Journals/index.php/RHSS/article/view/52361/54092
Dandare, K. (2018). A study of conceptions of preservice physics teachers in relation to the simple pendulum. Physics. Education, 53(5), 1-8. https://iopscience.iop.org/article/10.1088/1361-6552/aac92f
Duit, R., & Treagust, D.F. (2003) Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning. International Journal of Science Education, 25, 671-688. https://www.tandfonline.com/doi/abs/10.1080/09500690305016
Elmas, R., & Pamuk, S. (2021). Öğretmen adaylarının kavram yanılgılarının üç aşamalı kavram yanılgısı testi ile belirlenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 23(4), 1386-1403. https://doi.org/10.32709/akusosbil.916063
Erken, D. (2025). Fen bilimleri öğretmen adaylarının basit makineler konusundaki kavram yanılgıları Yayınlanmış Yüksek lisans tezi. Ondokuz Mayıs Üniversitesi, Lisansüstü Eğitim Enstitüsü, Samsun. https://acikerisim.omu.edu.tr/entities/publication/f0d3a6ed-4d12-4d75-8b2c-57060987dfb6
Fariyani, Q., Rusilowati, A., & Sugianto. (2017). Four-tier diagnostic test to identify misconceptions in geometrical optics. Unnes Science Education Journal, 6(3), 1724-1729. https://www.academia.edu/105028006/Four_Tier_Diagnostic_Test_to_Identify_Misconceptions_in_Geometrical_Optics
Foisy, L. M. B., Potvin, P., Riopel, M., & Masson, S. (2015). Is inhibition involved in overcoming a common physics misconception in mechanics? Trends in Neuroscience and Education, 4(1-2), 26-36. https://www.sciencedirect.com/science/article/pii/S2211949315000058
Fremerey, C., Liefländer, A., & Bogner, F. (2014). Conceptions about Drinking Water of 10th Graders and Undergraduates. Journal of Water Resource and Protection, 6, 1112-1123. https://www.scirp.org/journal/paperinformation?paperid=49850
Gagné RM (1970). The Conditions of Learning, New York: Holt, Rinehart and Winston.
Genç, H. N., & Atmaca Aksoy, A. C. (2024). Measurement tool for the determination of misconceptions about change of state. Research on Education and Psychology, 8(1), 146-164. https://dergipark.org.tr/en/download/article-file/3785526
Gilbert J.K., & Watts D.M. (1983). Concepts, misconceptions, and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61-98. https://doi.org/10.1080/03057268308559905
Guerra-Reyes, F., Guerra-Dávila, E., Naranjo-Toro, M., Basantes-Andrade, A., & Guevara-Be-tancourt, S. (2024). Misconceptions in the learning of natural sciences: A systematic review. Education Sciences, 14(5), 1-17. https://www.mdpi.com/2227-7102/14/5/497
Gülçiçek, Ç., & Yağbasan, R. (2004). Basit sarkaç sisteminde mekanik enerjinin korunumu konusunda öğrencilerin kavram yanılgıları. Gazi Eğitim Fakültesi Dergisi, 24(3), 23–38. https://dergipark.org.tr/en/download/article-file/77289
Harrison, S., & Gibbons, C. (2013). Nursing student perceptions of concept maps: From theory to practice. Nursing Education Perspectives, 34(6), 395–399. https://pubmed.ncbi.nlm.nih.gov/24475601/
Hill, H. C., & Chin, M. (2018). Connections between teachers’ knowledge of students, instruction, and achievement outcomes. American Educational Research Journal, 55(5), 1076–1112. https://files.eric.ed.gov/fulltext/EJ1191767.pdf
Jansen, A. (2012). Developing productive dispositions during small-group work in two sixth grade mathematics classrooms: Teachers’ facilitation efforts and students’ self-reported benefits. Middle Grades Research Journal, 7(1), 37-56. https://eric.ed.gov/?id=EJ1006020
Kaltakçı Gürel, D., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://www.ejmste.com/download/a-review-and-comparison-of-diagnostic-instruments-to-identify-students-misconceptions-in-science-4429
Khusaini, K., Irawan, I. D. A., & Kurniawan, B. R. (2025). Effect of isomorphic problems with feedback to reduce student misconceptions on simple harmonic motion. Momentum: Physics Education Journal, 9(1), 1-13.
https://ejournal.unikama.ac.id/index.php/momentum/article/view/10048
Kıray, S. A., & Şimşek, S. (2021). Determination and evaluation of the science teacher candidates’ misconceptions about density by using four-tier diagnostic test. International Journal of Science and Mathematics Education, 19, 935–955. https://link.springer.com/article/10.1007/s10763-020-10087-5
Kızılcık, H. Ş., Önder Çelikkanlı, N. & Güneş, B. (2015). Fizik öğretmen adaylarının düzgün çembersel hareket konusundaki kavram yanılgılarının zaman içinde değişimi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 205-223. https://dergipark.org.tr/en/download/article-file/39918
Kural, Nalan.(2022). Ortaöğretim öğrencilerinin buharlaşma ve kaynamaya yönelik kavramsal anlamalarının incelenmesi. Yayınlanmamış yüksek lisans tezi. Balıkesir Üniversitesi, Fen Bilimleri Enstitüsü, Balıkesir.
Leonard, M.J., Kalinowski, S.T & Andrews, T.C. (2017). Misconceptions yesterday, today, and tomorrow. CBE—Life Sciences Education, 13(2), 179–186. https://www.lifescied.org/doi/10.1187/cbe.13-12-0244
Maulidina, W. N., Samsudin, A., & Kaniawati, I. (2019). Overcoming students’ misconceptions about simple harmonic oscillation through interactive conceptual instruction (ICI) with computer simulation. Journal of Physics: Conference Series, 1280(5), 052007.
McClelland, J. A. G. (1984). Alternative frameworks: Interpretation of Evidence. European
Journal of Science Education, 6(1), 1-6. https://doi.org/10.1080/0140528840060102
Mills, S. (2016). Conceptual understanding: A concept analysis. The Quality Control Report, 21(3), 546-557. https://nsuworks.nova.edu/tqr/vol21/iss3/8/
Mufit, F.M. & Karzah, K. (2024). Concept Understanding and Causes of Student Misconceptions on Simple Harmonic Motion. Jurnal Ilmu Pendidikan Fisika, 9(3), 464-473. https://journal.stkipsingkawang.ac.id/index.php/JIPF/article/view/5508/pdf
National Research Council (2012). Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. In: ed. SR Singer, NR Nielsen, and HA Schweingruber, Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research, Board on Science Education, Division of Behavioral and Social Sciences and Education, Washington, DC: The National Academies Press.
Nehm R.H., & Ha, M. (2011). Item feature effects in evolution assessment. Journal of Research in Science Teaching, 48(3), 237-256. https://doi.org/10.1002/tea.20400
Nelson, R.A. & Olsson, M.G. (1986). The pendulum—Rich physics from a simple system. American Journal of Physics, 54(2), 1-11.
http://cleyet.org/Pendula,%20Horological%20and%20Otherwise/rich%20physics%20pendulum%20(AJP).pdf
Pook, L. P. (2011). Simple pendulums. In: Understanding Pendulums. History of Mechanism and Machine Science, 12. Springer, Dordrecht.
Poonyawatpornkul, J., Pitsamai, S., Methakesorn, O., & Mangmee, K. (2025). Effectiveness of Online Experiments for Conceptual Understanding of Simple Pendulum by Physics Student-Teachers. Journal of Learning for Development, 12(1), 204-218. https://files.eric.ed.gov/fulltext/EJ1465438.pdf
Pujayanto. (2016). Students’ conception about the period of a simple pendulum. In Proceedings of the International Conference on Teacher Training and Education (ICTTE) FKIP UNS 2015, 1(1), Sebelas Maret University.
Putranta, H. & Afifah, F. (2025). Development of the Four-Tier Diagnostic Test to Identify Student Misconceptions in the Static Fluids Chapter. Journal on Efficiency and Responsibility in Education and Science, 18(4), 268–281.
https://www.eriesjournal.com/index.php/eries/article/view/1399
Scoboria, A., Mazzoni, G., Kirsch, I., & Jimenez, S. (2006). The effects of prevalence and script
information on plausibility belief and memory of autobiographical events. Applied Cognitive Psychology, 20(8), 1049-1064. https://psycnet.apa.org/record/2006-23266-004
Silva, M., Groeger, J., & Bradshaw, M. (2006). Attention-memory interactions in scene perception. Spatial Vision, 19(1), 9-19. https://psycnet.apa.org/record/2006-00681-002
Slisko, J. (2019). String Tension in Pendulum and Circular Motions: Forgotten Contributions of Huygens in Today Teaching and Learning. European Journal of Physics Education, 10(4), 55-68. https://files.eric.ed.gov/fulltext/EJ1299946.pdf
Soeharto, Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649
Solomon, K.O., Medin, D.L., & Lynch, E. (1999). Concepts do more than categorize. Trends in Cognitive Sciences, 3(3), 99 – 105. https://doi.org/10.1016/S1364-6613(99)01288-7
Sloutsky, V.M. & Sophia Deng, W. (2019). Categories, Concepts, and Conceptual Development. Lang Cogn Neurosci, 34(10), 1284-1297. https://pmc.ncbi.nlm.nih.gov/articles/PMC7410261/
Suprapto, N. (2020). Do We Experience Misconceptions?: An Ontological Review of Misconceptions in Science. Studies in Philosophy of Science and Education, 1(2), 50-55. https://scie-journal.com/index.php/SiPoSE/article/view/24
Şahin, Ç., & Çepni, S. (2011). Yüzme-batma, kaldırma kuvveti ve basınç kavramları ile ilgili iki aşamalı kavramsal yapılardaki farklılaşmayı. Journal of Turkish Science Education, 8(1), 79-110. https://search.trdizin.gov.tr/tr/yayin/detay/117821
Taslidere, E. (2016). Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect. Research in Science & Technological Education, 34(2), 164–186. https://www.tandfonline.com/doi/full/10.1080/02635143.2015.1124409
Tolasa. D.G. (2025). Theoretical Analysis of a Simple Pendulum Experiment. International Journal of Current Research in Science, Engineering & Technology. 2(1), 1-8. https://urfjournals.org/open-access/theoretical-analysis-of-a-simple-pendulum-experiment.pdf
Trujillo , L.A.G., Díaz,M.H.R.& Castillo, M.R. (2013). Misconceptions of Mexican Teachers in the Solution of Simple Pendulum. European Journal of Physics Education, 4(3), 17-27. https://files.eric.ed.gov/fulltext/EJ1052426.pdf
Tuada, R. N., Kuswanto, H., Saputra, A. T., & Aji, S. H. (2020). Physics mobile learning with scaffolding approach in simple harmonic motion to improve student learning independence. Journal of Physics: Conference Series, 1440, 1-8. https://iopscience.iop.org/article/10.1088/1742-6596/1440/1/012043/pdf
Tumanggor, A. M. R., Supahar, S., Siringo Ringo, E., & Harliadi, M. D. (2020). Detecting students’ misconception in simple harmonic motion concepts using four-tier diagnostic test instruments. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 21-31. https://scispace.com/pdf/detecting-students-misconception-in-simple-harmonic-motion-1ov83d2j9z.pdf
Türkoguz, S. (2020). Comparison of threshold values of three-tier diagnostic and multiple-choice tests based on response time. Anatolian Journal of Education, 5(2), 19–36. https://eric.ed.gov/?id=EJ1269834
Türkeli, A. (2025). Kavram Yanılgısı Potansiyelini Belirlemeye Yönelik Dört Aşamalı Envanterinin Geliştirilmesi. Spor ve Bilim Dergisi, 3(2), 77-88. https://dergipark.org.tr/en/pub/sporvebilim/article/1679098
Urey, M. (2018). Defining the Relationship between the Perceptions and the Misconceptions about Photosynthesis Topic of the Preservice Science Teachers. European Journal of Educational Research, 7 (4), 813-826. https://www.eu-jer.com/articles/EU-JER_7_4_813_Urey.pdf
Winarno, N., Afifah, R. M. A., Sihombing, R. A., Firdaus, R. A., & Damopolii, I. (2025). Analyzing Misconceptions Using Four-tier Test on the Topic of Vibration: A Survey of Pre-service Science Teachers. Unnes Science Education Journal, 14(1), 1-15. https://journal.unnes.ac.id/journals/usej/article/view/20612
Yurizal, Y., & Halim, A. (2017). The Effect of the One-Tier, Two-Tier, and Three-Tier Diagnostic Test Toward The Students’ Confidence and Understanding Toward the Concept Atomic Nuclear. Unnes Science Education Journal, 6 (2), 1583-1590. https://journal.unnes.ac.id/sju/index.php/usej/article/view/15856
Yürük, N., Çakır, Ö.S. (2000). Lise Öğrencilerinde Oksijenli ve Oksijensiz Solunum Konusunda Görülen Kavram Yanılgılarının Saptanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 185191. https://dergipark.org.tr/tr/download/article-file/88019
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 ASES EDUSCI (INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES) ISSN: 2822-6844
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The journal is licensed under a 