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Results show varied misconceptions across all pressure types, with particularly low understanding of the link between liquid pressure and Pascal’s Principle and of factors affecting atmospheric pressure. Concept cartoons proved effective for diagnosing these misconceptions so instruction can target needed clarification.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/diagnosing-8th-grade-students-misconceptions-of-pressure-through-concept-cartoons/588296/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/diagnosing-8th-grade-students-misconceptions-of-pressure-through-concept-cartoons/588296.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What pressure topics does the study investigate?","Question",{"text":63,"@type":64},"The study investigates misconceptions about solid, liquid, and atmospheric pressure.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students’ misconceptions assessed?",{"text":68,"@type":64},"Students completed a 14-question test based on concept cartoons created with the Storyboard That program.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key findings about students’ understanding?",{"text":72,"@type":64},"Students showed varied misconceptions, with especially low understanding of how liquid pressure relates to Pascal’s Principle and of what influences atmospheric pressure.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588296,1792210756,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DIAGNOSING 8TH GRADE STUDENTS' MISCONCEPTIONS OF  \nPRESSURE THROUGH CONCEPT CARTOONS  \nAtike SARI, Çiğdem ŞAHİN ÇAKIR  \nAbstract: This study employed a case study methodology to investigate students' misconceptions about solid, liquid, and atmospheric pressure. The research included 36 8th-grade students from various middle schools in Giresun, comprising 19 girls and 17 boys. Data collection involved a test consisting of 14 concept cartoon questions, and the concept cartoons themselves were created using the Storyboard That program. These concept cartoons covered solid, liquid and atmospheric pressure. The study revealed that students held a variety of misconceptions related to solid, liquid, and atmospheric pressures. Notably, the students exhibited low levels of understanding when it came to the relationship between liquid pressure and Pascal's Principle, as well as the factors influencing atmospheric pressure. Concept cartoons emerged as effective tools for identifying and diagnosing these misconceptions among students. In summary, this research aimed to uncover misconceptions regarding pressure among 8th-grade students. It underscored the significance of concept cartoons in pinpointing areas where students required additional clarification and education to rectify these misconceptions.  \nKey words: Atmospheric pressure; concept cartoon. liquid pressure; misconception; pressure;  \npressure exerted by solids.  \n1. Introduction  \nGiven the intricate nature of science, learning it poses challenges and biases for students (Yağbasan & Gülçiçek, 2003) . Students enter science lessons with prior knowledge acquired from previous lessons or personal observations (Bodner, 1990; Yağbasan & Gülçiçek, 2003) . Eryılmaz and Tatlı (2000) referred to these pre-existing ideas as 'preconceptions,' Driver and Easley as 'alternative concepts,' Helm as 'misconceptions,' Sutton as 'children's scientific instincts,' Gilbert, Watts, and Osborne as 'children's science,' Halloun and Hestenes as 'general sense concepts,' and Pines and West as 'self-generated information' (as cited in Eryılmaz & Tatlı, 2000) .  \nMisconceptions are beliefs based on personal experiences that contradict scientific facts and can impede meaningful learning (Demir, 2008) . The root of many misconceptions lies in students' preconceived notions about the subject matter, hindering the development of meaningful learning (Aydoğan, Güneş& Gülçiçek, 2003) .  \nVarious factors contribute to misconceptions that hinder student learning (Yürük & Çakır, 2000) . The reasons for misconceptions can be listed as follows:  \n• Lack of knowledge because students answer questions about concepts with their current knowledge.  \n• Not experimenting to concretize abstract topics.  \n• How teachers present topics to students.  \n• Experiences and opinions of students.  \n• The way textbooks present topics.  \nStudents' incorrect associations between concepts cause misconceptions (Coştu, Ayas & Ünal, 2007) . Misconceptions vary according to different education levels. For this reason, the causes of misconceptions may differ according to level and age (Coştu et al., 2007; Meşeci, Tekin & Karamustafaoğlu, 2013) . Misconceptions can occur at any level of culture and students, and they are  \nhighly resistant to change (Meşeci et al., 2013) . In order for science education to achieve its goal, first of all, it is necessary to reveal the preliminary concepts that students have related to the subject (Yağbasan & Gülçiçek, 2003) . Previous research has revealed that students harbor numerous misconceptions about various scientific concepts. For example, photosynthesis and respiration (Tekkaya & Balcı, 2003; Yürük & Çakır, 2000), light (Andersson & Kärrqvist 1983; Stephenson & Warwick, 2002) and motion (Fadaei & Mora, 2015), DNA and genetic code (Kibuka-Sebitosi, 2007) are some of these. One of the topics that students have misconceptions about is pressure (Akdemir, 2005; Besson, 2004; Kariotoglou & Psillos, 1993; ","cbCaioRGUjYU8V3w","https://ap.wps.com/l/cbCaioRGUjYU8V3w","pdf",876089,28,"English","# Introduction","[{\"question\":\"What pressure topics does the study investigate?\",\"answer\":\"The study investigates misconceptions about solid, liquid, and atmospheric pressure.\"},{\"question\":\"How were students’ misconceptions assessed?\",\"answer\":\"Students completed a 14-question test based on concept cartoons created with the Storyboard That program.\"},{\"question\":\"What were the key findings about students’ understanding?\",\"answer\":\"Students showed varied misconceptions, with especially low understanding of how liquid pressure relates to Pascal’s Principle and of what influences atmospheric pressure.\"}]","DIAGNOSING 8TH GRADE STUDENTS' MISCONCEPTIONS OF PRESSURE THROUGH CONCEPT CARTOONS | PDF",1792064954,71]