Misconception on floating and sinking

Abstract

The aim of the study was to identify the misconceptions on floating and sinking amongst the Bhutanese students of grade IX, examined the strategies to remedy and eliminate these misconceptions. A total of 15 ninth grade students participated in the study. The study employed quantitative approach using two-tier diagnostic test. The study found that participants had misconceptions on floating and sinking of an object. The participants directly link weight and volume of an object to its floatation and sinking. However, most of the misconceptions on floating and sinking of object were cleared after having an intervention by using group activity-based questioning and learning. The study also found that the diagnostic items designed to identify students’ misconceptions and classroom activities designed to treat those misconceptions were effective and efficient. So, similar approaches can be taken to address common misconceptions and help students to establish scientific conceptions in other content areas of science education. Further, the present study focused had only few participants, a study may be carried out by using more sample size to get a deep understanding of the subject.