Abstract
This paper reports the outcomes of learning activities aimed at modifying naive concepts in an institute of technology, as identified in previous research by Kobayashi et al. In addition to incorporating the flipped classroom into classroom instructions, short presentations were introduced to promote students’ active engagement and acquisition of scientifically accurate concepts. The effectiveness of these practices is assessed by comparing the questionnaire results of 154 students. The findings revealed an increase in the number of students who could provide answers and explanations based on correct knowledge through the proposed learning activities. These results suggest that the learning activities examined in this study have a positive effect on modifying naive concepts and acquiring accurate scientific concepts.
