A DIAGNOSTIC ANALYSIS OF ELEMENTARY SCHOOL STUDENTS' MISCONCEPTIONS ABOUT MAGNETISM

Abstract

Misconceptions in elementary science education remain a significant challenge because they hinder students from developing scientifically accurate conceptual understanding. This study aimed to analyze the misconceptions of fifth-grade elementary school students regarding the use of magnets in everyday life and to identify the instructional factors contributing to the persistence of these misconceptions. A qualitative case study involved five students, one teacher, and one principal, using observations, interviews, and documents. The findings revealed three categories of students’ conceptual understanding: misconceptions, partial understanding, and irrelevant conceptions. Students commonly believed that magnets attract all metals, that magnetic force is distributed evenly across the entire magnet, that magnetic strength remains constant regardless of distance, and that magnets function solely through attraction rather than both attraction and repulsion. Partial understanding was evident when students recognized that magnets can attract objects without direct contact and that magnetic fields can penetrate paper, yet they were unable to provide scientifically accurate explanations. Irrelevant conceptions emerged when students relied primarily on everyday experiences without connecting them to accepted scientific principles. The persistence of these misconceptions was associated with instructional practices that emphasized observation over conceptual explanation, limited opportunities for scientific reasoning, and the absence of diagnostic assessment and conceptual change strategies. These findings highlight the importance of incorporating diagnostic assessment, inquiry-based experimentation, conceptual change instruction, visual representations, and explicit scientific explanations to strengthen elementary students’ understanding of magnetism and improve the quality of science learning in primary education.