Integrating Discrepant Events and Refutation Instruction to Enhance Conceptual Change and Misinformation Resistance In Physics Learning
DOI:
https://doi.org/10.55687/ste.v5i2.309Keywords:
Cognitive Conflict Theory, Conceptual Change Theory, Conceptual Understanding, Discrepant events, Refutation Instruction, Refutation Text Theory, Science Misinformation ResistanceAbstract
Scientific literacy which involves critical thinking, understanding concept and applying science skills to real life situation is the cornerstone of quality education and informed citizenship. But according to PISA 2022 results, Philippines ranked below global average in science literacy which indicate the need for strategies that could enhance conceptual understanding of the students. Discrepant Events and Refutation Instruction is deemed suitable in improving conceptual understanding, reducing science misconception and combatting science misinformation. The study aims to explore the integration of discrepant events and refutation instruction in improving the conceptual understanding and enhancing resistance to science misinformation of the students. Two Grade 12 - STEM class with the same populations were used as experimental and control group. A quasi-experimental method was applied in the study and a pre-test was administered to check the student’ conceptual knowledge which revealed that both groups is in the developing level. The result of the study showed a highly significant improvement in the students’ conceptual understanding, but only minimal reduction in terms of students’ resistance to science misinformation. The research findings served as a stepping stone in the improvement of instruction and effective teaching models in Science Education particularly in Physics.
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