Technology as the Key to Overcoming Physics Misconceptions: Exploring the Concepts of Temperature and Heat through a Digital Approach
Keywords:
Augmented Reality, Digital Tools, Misconceptions, Physics Education, Simulations, Temperature, HeatAbstract
This study explores the role of technology in addressing misconceptions related to temperature and heat concepts in high school physics education. Misconceptions in physics, particularly on abstract topics like temperature and heat, can significantly hinder students' understanding of core scientific principles. The research focuses on identifying common misconceptions among high school students and examining how digital tools, such as interactive simulations and augmented reality (AR), can be used to clarify these misconceptions. Data was collected through interviews and classroom observations of 23 students from a high school in Tasikmalaya, Indonesia. The findings reveal that many students hold misconceptions, such as believing that water temperature will continuously rise with added heat without considering phase changes. Additionally, the study highlights how digital tools can provide a more interactive and visual learning experience, enhancing students’ comprehension of complex concepts. The use of technology in physics education is shown to be effective in correcting misconceptions and improving overall understanding. The study concludes that integrating technology into the classroom can offer significant benefits in addressing misconceptions, but challenges such as limited access to resources and teacher training must be overcome to maximize its potential.
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