CATEGORY OF INTERMEDIATE CONCEPTION OF JUNIOR STUDENT IN LPTK

ON ELECTROSTATIC SUB-CONCEPT.
Rendy Wikrama Wardana1, Liliasari2, Paulus Cahyono Tjiang3, dan Nahadi4
1,2,4
3

Science Education Program, Postgraduate School, Indonesia University of Education, Bandung, Indonesia
Science and Information Technology Department, Parahyangan Catolic University, Bandung , Indonesia
Rendy86.upi@gmail.com

Abstract. A few previous researches indicates that there is a divergence between alternative
conception and scientific conception. This divergence is represented as intermediate
conception. Related to the concept of electric and magnet, electrostatic is a difficult subconcept that is hard to understand by student for its characters are abstract, difficult, and
complex. This research purposes to identify and describe category of intermediate conception
of education of physics junior in LPTK on electrostatic sub-concept. This research uses
descriptive method. The subjects of this research are 73 3rd degree physics students in one of
LPTKs in Bandung. Data collection are done by essay and interview. The analyzed data
shows that 65% of the students are on Lateral Intermediate Conception category and only
5% of them are on Nave Physic. This indicates that the answer pattern of most students are
based on a mathematic equation which then is described qualitatively in narration form.
Keywords: intermediate conception, intermediate conception
electrostatic

category, junior,

Introduction
Human has the capability to understand and think in solving daily problems. They
have curiosity to daily phenomenon which force them to think. Every known things and
being thought is called cognition. Cognition process is began with sensing process toward
an object which then making meaning to that object. There are 2 things that can be seen in
cognition activity, those are behavior and situation that is faced by a person in solving
daily problems. The result which is making meaning or perception from various input,
which then it is stored in conception for a long term memory (Matlin, 2003).
Conception is defined as individual interpretation or interpretation to a concept (Berg
& Brouwe, 1991). Duit and Treagust (1995) defines conception as mental representation
from individual or learner. Finatri et al (2007) defines conception as an ability to grasp a
concept, either from interaction with surroundings or formal education. Conception is a
more individual understanding which can be different from another conception of experts.
In learning context, the conception which learners have in the process is variant. The
conception they have generally is received from formal education or from observation,
parents, and various media. In learning process, it is common that the learners
conceptions are different with scientific conception which result concept. Davis (2001)

says that conceptual change is a change from individual conception to scientific

conception which occurs in learners such as faith, idea or cerebration. Changing process
in conception is related with alternative conception to scientific conception. Alternative
conception represents learners conceptions as incomplete idea or theory which results in
miss-classification of a concept.
Alternative conception is interpreted as pra-instructional conception or before learners
begin its learning which sometimes is inconsistence and is not accordance with scientific
concepts. Learners alternative conception commonly is caused by several factors such as
their sensing experiences, language , cultural background, media and formal education.
Ioannides and Vosniadou (2002) says that alternative conception is interpreted as learners
concepts toward a learning. A research (diSessa, 1993; diSessa et al, 2004) states that
alternative conception is a fragmented knowledge. Chi (2008), Chi and Roscoe (2002),
Chi and Slotta (1993) support the statement with their research which states that
alternative conception is a part of ontological category that is a learners fragmented and
mistaken concept or knowledge in classifying a concept.
A result from a research done by Li et al (2006) states that there is a divergence
between scientific and alternative conception in changing process. There are other
researches but only cover alternative and scientific conception not intermediate
conception in concept change. Intermediate conception is a conception between
alternative and scientific conception. Intermediate conception is a learners conception
after learning process which represents either pieces of idea, thought, concept of scientific
conception or difficulties in understanding a sub-concept. The idea or thought in
intermediate conception commonly is influenced by a conception or thought of learners
which unchanged, consistent, and lasted. A research by Kulgemeye (2014) shows that
intermediate conception is important to be inspected in educational research because in
intermediate conception, educators can see learners progress in receiving concept in
learning process.
Intermediate conception is categorized by 2 perspectives which become base, those
are epistemological perspective (dissesa, 1993) and ontological perspective (Chi & Slotta,
1993). Epistemological perspective is emphasizing on how learners gain a concept while
ontological perspective is more on relation between categories or characteristics of a
concept.

Categorizing is based on Dega et al (2012) whom categorize alternative

conception. A few differences in categorizing intermediate conception are: 1) Research

subjects which is students who have just finished electric magnet class. This is to make
sure that the subjects have just gotten 2 conceptions which are formal education (From

class) and conception from daily experiences. 2) Analyzing data can be done by 2 scales,
in grouping and categorizing intermediate conception. Scale 2 represents correct answer
but wrong reason or vice versa. Intermediate conception is categorized by 4 categories,
those are Nave Physic, Phenomological Intermediate Primitives (P Iprims), Lateral
Intermediate Conception and Intermediate Conception.
The content study of this research is a part of electric magnet study that is
electrostatic. This study has characteristics that is considered abstract and difficult to be
understood by learners. A few researches indicates that this concept has abstract, difficult,
and complex characteristics. A research done by Planinic, Saglam & Miliar (2006) states
that electric potential, electric energy potential and electromagnetic induction are subjects
that are difficult for students in a few countries in learning magnet electric. Furthermore,
a research by Sarailanen et al (2007) shows that college students are harder to understand
field concept rather than force concept. This difficulty is expected come from the
understanding of force concept which previously learned. The result is then supported by
another research by Chasteen et al (2012) which states that basic topics of magnet electric
like Gauus law, electric current and electric potential, need more time to be understood by
students.
Based from those reviews, the problem of this research is what intermediate
conception categories are the education of physics junior student of LPTK in electrostatic
sub-concept? Which also served as the purpose of this research that is to describe and
identifying their categories. This research is hoped to be a new literature review on
conception in concept change subject.

Methodology
To support the research, the method used is qualitative descriptive. The subjects of
this research are junior students of education of physics which have taken magnet
electric in one of LPTKs in Bandung. The numbers of the students are 73 students.
Sampling is taken by purposive sampling. The data about intermediate conception is
gathered by test and interview. The instruments are essay test and interview guidance.
The test is adopted and based on Electromagnetism Concept Inventory (EMCI) model.
The test is used to get a glimpse of intermediate conception from students who have
learned magnet electric concept. The test is consisted of 3 questions about electrostatic.
Interview is used to support the data from the test.

The data tabulation is a rubric scale form on the answer sheet. Scale 0 indicates the
respondents dont answer. Only write what is known on question and answer is a repeat
from the question. Scale 1 indicates that the answer and reason of the respondents are
wrong. Scale 2 indicates that the answer is correct but the reason is wrong and vice versa.
Scale 3 indicates that the reason and the answer are both correct. The analysis is done by
categorizing intermediate conception base on the answer rubric on scale 2 which is
supported by interview. Then, the categorizing is analyzed and described qualitatively.
Result and Discussion
The data from the test and interview are used as basis in categorizing the intermediate
conception. Categorizing is based on Dega et al (2012) whom categorize alternative
conception with epistemological and ontological perspectives.

Table 1 shows the

percentage of intermediate conception category of the student in electrostatic subject.

Table 1. The percentage of intermediate conception category of the junior student in
electrostatic subject.
Category

Answer Conception

Naive Physic

V = 0, Not every E = 0
Negative mark changes into (+) mark which indicates
increasing potential energy or up
Those magnetic field do negative work, because the charge
that moves is a negative charge
V = 0, it doesnt cause electric field lines
V = 0 then E 0. It can be equal but opposite direction
Electric field doesnt depend on electric potential
Every charge has electric field

1
2

1
6
8
2

17

electric potential only represent an electric field resultant at

one spot
Electric potential is influenced by the charge around it.
Electric field is influenced by electric potential.

65

Based on equalion

Phenomological
Intermediate
Primitives
(P-Iprims)
Lateral
Intermediate
Conceptions

Percentage (%)
Every
Total
Category

V = E . dl
E 0

countercurrent direction with direction of motion charge is

the cause of the opposite direction of the electric field to
the motion which is caused by the charge
Opposite direction of the force with direction of the charge
and electric field, those thing causes work to be in negative
value and potential energy is increasing
electric charge direction is parallel to the magnetic field
direction
the capacitance of the new capacitor is the same as the old

10

1
19

Ontological
Intermediate
Conceptions

ones.
The capacitance of the new capacitor is quarter more bigger
than the initial state.
The capacitance becomes 4 times bigger
The capacitance becomes 2 times bigger
The capacitance of the new capacitor is half more bigger
than the initial state.
V = 0, then E 0, which means electric potential value is
zero, which indicates there is no energy needed to resist the
force around the charge.
Based on relation of equation, the electric field and force
then is connected with work equation.

2
1
11
10
1

13

12

On the table shows that 5 % of the students are in Nave Physic category, 17% of
them are in Phenomological Intermediate Primitives (P Iprims) category, 65% of them
are in Lateral Intermediate Conception and 13% are in Ontological Intermediate
Conception category. The Nave Physics category indicates that students conception is
simple, not in order, and still not yet form a concept. For example, 1% of the student
state that if V=0 then electric field is not always zero, the reason they give that statement
is because the electric potential value is not always equal with electric field. 2% of the
students have a conception that (-) mark changes into (+) mark indicates an increase in
potential energy. Then 2% of the student states that negative work is caused by negative
charge.
The P Iprims category indicates that students conception has been built in a better
cognitive structure than the Nave category. For example, if electric potential is equal
zero, it will not create an electric field. Another example is electric field is not depended
on electric potential. The students reason is because both electric field and potential are
heavily influenced by the presence of charge and current power. Further reason said that
it is because of current power that cause different electric potential and field. That show
inconsistency in students answer in term of idea and thought which are still fragments.
About 65% of them are in Lateral Intermediate Conception category. Some of its
conception answer in this category are based on the same category but in a different subcategory. For example, an answer conception is based on relation between equation
between electric potential, field, and length change. Another conception is that electric
potential represents electric field resultant at one spot. Those answers show that students
in this category answer the test based on the electrostatic sub-concept which they have
learnt.
About 13% of the student are in Ontological Intermediate Conception. Some of the
conception of this category are based on the same source but different characteristics. For

example, V=0, then E0, means electric potential value is zero, which means that there is
no energy needed to resist force around the charge. Another thing, some of the answer
conceptions are based on relation between electric force and field equation which are
related with work and energy equation. This shows that students use another study field
outside electrostatic sub-concept. As example, using an energy concept to explain
whether electric potential value equal zero, then electric field value is not always zero.
This study was conducted to categorize the conception of education of physics junior
student to see the divergence between alternative conception and scientific conception.
Intermediate conceptions that are examined in this research are based on the assumption
that new student has completed electric magnet course. This indicates that students have
had 2 knowledge in their minds, for example: knowledge through formal education and
knowledge from outside formal education (knowledge gained in everyday life).
Intermediate conception category is based on a rubric scale on scale 2 answer, which is
correct answer but wrong reason and vice versa. This indicates that the students
conception is between the alternative conception and scientific conception which causes
ideas and thought are still in pieces in sub-concept of electrostatic concept.
The results show that there are answers that still belong into the category Naive
Physic. This category shows that the answers of the students are focused on symbols
(symbolic). For example, supposed a (-) sign turns into (+) sign means that an increased
in potential energy or charge (-) that leads to work (-). Nave Physic category in
intermediate conception is different with those in alternative conception. The difference
lies in the answer conception. Those who are in alternative conception are based on the
wrong answers and reasons, while those who are in intermediate conception are based on
wrong answer but right reason and vice versa. For example, if we can prove using the
equation that the charge (-) causes negative work:
F=q . E . ( 1 )
Because q has (-), then
F=q . E (2)

F=q . E

....(3)

The (3) equation means that direction of electric force is opposite with direction of field
force. If it is related to equation of work and opposite force direction with field force,
then

W =F . s
W =F . s ..(4 )

The (4) equation provides evidence that when the charge is (-), it causes work value to
be negative (-). However, when the researchers confirmed the answer to the students, the
students only answer because q (-) is negative without giving a complete explanation.
This means that the student answers more on intuition and conception of their previously
thought.
The results of the research show that most of the students are in the Lateral
Intermediate Conception category which indicates that most students already have an
understanding and knowledge in the electrostatic sub-concepts. This can be seen from the
answers that relate concepts in one conception category. For example, in explaining a
statement whether electric potential at a point is equal to zero, then the electric field is
also zero. The majority of students answers are using relationship equation between the
electric field and potential. That relationship is studied by students based on the concepts
of charge, electric current power or potential difference. The answers are generally
correct, but they give wrong reasons. Students do not see the keyword to those question,
which is at one point. When researchers clarify the answers with the students, the
students say that the electric potential does not give any effect to the electric field.
Instead it is the electric field that effects the electric potential due to a charge. These
answers show that the students have been relating concepts in one category. The results
of this research have a same assumption with the characteristics of magnet electric
concept at the advanced level that is mastering in electric field and magnetic field
concept through the introduction of vector analysis.
Conclusion
Based on the analyzed data of the answer conception which is supported by interview, there
are several conclusions: most of the students answer conception on the electrostatic subconcepts are in the Lateral Intermediate Conception category which is 65% and there are only
5% of the conception that are in the Naive Physic category. The 65% people on Lateral
Intermediate Conception indicates that students conception on the concept of electrostatic
students are in the same category but different sub-category. That means the students
answers refer to and not out of the context of electrostatic sub-concept which students have
learned previously. Most of the response patterns of education of physics junior students are
based on a mathematical equation which is then described qualitatively in the form of
narrative.