In other words, a student is considered to be "nrimo" without being given a chance to think

relativistik as well as 'doubt the concept of acceptable'. The concept of Piaget and Inhelder is
another form of the concept of blank-minded as John Locke puts it. Note that children's ideas and
personal views are ignored in the teaching and learning process.

The various studies conducted in the teaching and learning process of IPA view this
approach as a dramatic fallacy. From Wittrock's research and various other researchers, it was
concluded that a child tends to build on previous perceptions. Since childhood in children there has
been "interpretive schemata (Interpretative schemes), which greatly affect the child's perspective
and mindset about nature and the environment. The schema inherent in the cognitive structure of
children also greatly influences their understanding of the concepts and ideas of science that they
read or accept.

As an illustration, when a child reads an IPA text or accepts a particular concept, the concept
that will be constructed in his cognitive structure is only a concept that can relate to a pre-existing
concept. The concepts, principles and ideas that are already contained in the child's cognitive
structure is what the author means as a preliminary (Prior knowledge) of children.

This early knowledge, based on various studies conducted, was greatly affect the ability of
children to accept the concept of lessons to be taught to him. The connectedness and
interrelationship between the ideas already contained in the cognitive structure of the child with the
concepts that will be incorporated through the process of teaching and learning interactions is
reflected in research conducted by constructivist experts, such as Robert Gagne, David Ausubel, J.D.
Novak, J.K. Gilbert, Osborne and Fensham.

Each child has a pre-conception (student preconceived), prior knowledge before the learning
process takes place. This early preface may be:

1. Intuitive naive knowledge

2. Formal and not yet scientific

3. Formal and scientific

About the pre-concept of children, Ebenezer writes: Much conceptual change literature has,
as the name implies, focused on changing the everyday ideasthe students bring to the science
classroom into ideas that are more compatible with those of auther textbooks, science teacher, and
scientist. Central to this approach is the idea of students' that is intelligible, pausible, and fruitful.
(Jazlin V Ebenzer, and P. James Gaskell, 1995: p. 15). So a teacher is to change the concept of a child,
from a naive, unscientific concept to a scientifically learner concept, as the experts have.

If the child's pre-concept is not in accordance with scientific facts or deviates from scientific
reinterpretation, it is necessary to make the following conception changes:
 True and scientific

Prior knowledge of students

Wrong

Alternative framework

Change of concept

True and scientific

Based on analysis studies and literature studies conducted, there are at least four possible
alternatives in the Teaching and Learning Process of IPA, that are:

1. Student + Teacher = student

2. Student + teacher = student

3. Student + teacher = student

The first alternative is based on the philosophical perspective of Piaget and Inhelder (1958),
which views the child as "blank-minded" or like white paper. PMB takes place in the same direction
because the teacher does not consider the child's initial knowledge. The concept of science received
by students is the concept of science based on the teacher's view.

The second view, teachers are aware of the early pengatahuan students. But it is unlikely
that the teacher has been able to properly identify the initial knowledge, or may not yet know how
to utilize and develop the initial knowledge, so that the concept is thorough and meaningful. As a
result after PMB IPA takes place, there is a duality of the concept in the cognitive structure of the
child. They do not know which concept is correct. So as to arise a kind of cognitive conflict in
students due to the dualism of the concept.

The correct perspective

The fourth view is the correct view in making the concept change. This view can be
described as follows:

Student + teacher = student

In this fourth view, the teacher is aware of the initial knowledge of the student, and is able
to identify carefully and correctly, so the teacher knows whether the initial knowledge of the
student is correct or there is still a misconception. In the above IPB PMB, teachers consider the initial
knowledge of students and teaching depart from early pengeathuan students. Once the PMB takes
place it appears that the final student knowledge is the result of the development of the student's
own early knowledge.

The teacher's knowledge of the child's pre-conception is so important and influences the
teaching-learning process as a whole. Hewson writes: "Science teachers should know what
conceptions their students hold about the topics to be taught, and the extent to which these
conceptions are scientifically acceptable or not. They should know the reason