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1.
Nejla Yürük 《Journal of Science Education and Technology》2007,16(6):515-523
The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over
traditional instruction on students’ understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants
of the study consisted of 64 students from the two classes of a high school located in Turkey. Classes were randomly assigned
to experimental group, which was exposed to CCTs as a supplementary material, and to control group, which was exposed to traditional
instruction. A 23-item multiple-choice test was developed assess students’ conceptual understanding of electrochemical cells.
This test was administered to both groups before and after the instruction. The results of ANCOVA indicated that students
who were instructed by using CCTs had better conceptual understanding of electrochemical cells than those experiencing traditional
instruction when their prior electrochemical cell concepts understanding was statistically controlled. The findings of this
study suggest that CCTs can be used as a cost- and resource-effective supplement to classroom instruction to promote students’
understanding science concepts. 相似文献
2.
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution. 相似文献
3.
Bayram Cotu Alipaa Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
4.
INVESTIGATING THE EFFECTIVENESS OF AN ANALOGY ACTIVITY IN IMPROVING STUDENTS’ CONCEPTUAL CHANGE FOR SOLUTION CHEMISTRY CONCEPTS 总被引:1,自引:0,他引:1
Muammer Çalik Alipaşa Ayas Richard K. Coll 《International Journal of Science and Mathematics Education》2009,7(4):651-676
This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity
enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution
chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded
in the students’ long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods
to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment.
The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews
were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry.
The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed
post-test scores (p<0.05), but no differences between post-test and delayed test scores (p>0.05). This suggests that the analogy activity is helpful in enhancing students’ conceptual understanding of solution chemistry,
and that these changes may be stored in the students’ long-term memory. 相似文献
5.
Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation 总被引:1,自引:0,他引:1
This article reports on the development of a Predict–Observe–Explain, POE-based teaching strategy to facilitate conceptual
change and its effectiveness on student understanding of condensation. The sample consisted of 52 first-year students in primary
science education department. Students’ ideas were elicited using a test consisting of five probe questions and semi-structured
interviews. A teaching activity composed of three Predict–Discuss–Explain–Observe–Discuss–Explain (PDEODE) tasks was employed,
based on students’ preconceptions identified with the test. Conceptual change in students’ understanding of condensation was
evaluated via a pre-, post-, and delayed post-test approach and students’ interviews. Test scores were analyzed using both
qualitative and quantitative methods. The findings suggested that the strategy helps students to achieve better conceptual
understanding for the concept of condensation and enables students to retain these new conceptions in their long-term memory. 相似文献
6.
Pinar Seda Çetin Ebru Kaya Ömer Geban 《Journal of Science Education and Technology》2009,18(2):130-137
The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally
designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the
effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted
of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other
group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed
by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual
understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test.
Also, a significant difference was found between the performance of females and that of males in terms of understanding gases
concepts in favor of males. 相似文献
7.
This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these
were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different
explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of
the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations,
in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study,
we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and
explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization,
as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to
teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction
students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was
put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students
provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to
a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework,
which may form a basis for teaching further about evolution. 相似文献
8.
This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in
the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific
reasoning. The other group of students received conventional instruction. In addition to the quantitative data, six students
from each group were interviewed to evaluate their conceptual change, correct concepts and scientific reasoning. Results indicate
that the experimental group’s students significantly outperformed the conventional group on the Combustion Achievement Test
(CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT). Moreover, the experimental group’s
students use higher levels of scientific reasoning more frequently and changed their alternative concepts more successfully
than did the conventional group. Furthermore, once the experimental group’s students’ successfully changed their conceptions,
their concepts tended to be more stable than the conventional group’s students, even after the 6th week of learning. These
results demonstrate that combining conceptual change and scientific reasoning indeed improves students’ conceptual change
and scientific reasoning ability more effectively than conventional instruction. 相似文献
9.
Sevgi Aydin Nurdane Aydemir Yezdan Boz Ayla Cetin-Dindar Oktay Bektas 《Journal of Science Education and Technology》2009,18(6):518-534
The present study aimed to evaluate whether a chemistry laboratory course called “Laboratory Experiments in Science Education”
based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers’ conceptual understanding.
Data were collected from five pre-service chemistry teachers at a university in Ankara by means of a concept test and semi-structured
interviews. Results showed that pre-service teachers had some alternative conceptions about chemistry topics. Moreover, using
constructivist instruction accompanied with concept maps as an instructional tool was effective to promote conceptual understanding.
Participants thought that concept maps were useful especially in recognizing the relation between different chemistry concepts. 相似文献
10.
Bayram Cotu 《Journal of Science Education and Technology》2007,16(5):379-386
The purpose of this study was to determine whether there were significant differences in students’ performances amongst conceptual,
algorithmic and graphical questions tests. Seventy-one eleventh-grade students were involved in this study. In order to assess
students’ performance, conceptual, graphical and algorithmic questions tests were utilized. Students’ performances in each
test were analyzed statistically. Statistical analysis using one-way ANOVA of student tests scores pointed to statistically
significant differences amongst each of three test scores (P < 0.05) in favor of the conceptual test. Further analyses were conducted to compare one type of questions with others. From
these comparisons, positive relationships were found between conceptual understanding and algorithmic understanding and between
conceptual understanding and graphical understanding. Also, results obtained indicated that most of the students lack of graphical
understanding. The results suggest that students need more training about graphical understanding. 相似文献
11.
This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding
of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants
was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987, Journal of Biological Education 21: 203--211). The test was administered as pretest and posttest to a total of 233 eighth-grade students in six intact classes
of the same school located in an urban area. The test of logical thinking was used to determine the reasoning ability of students.
The experimental group was a class of 116 students received discussion web and conceptual change text instruction. A class
of 117 students comprised the control group received a traditional instruction. After instruction, data were analyzed with
two-way analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual
change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in understanding
of photosynthesis and respiration in plant concepts. Analysis also revealed a significant difference between performance of
females and that of males in the favor of females, but the interaction of treatment with gender difference was not significant
for learning the concepts. 相似文献
12.
This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion
concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare
the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual
teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes
instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes
was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept
mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming
aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring
their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions,
and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group,
the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and
quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching
interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results
showed that students in the experimental group had significantly better conceptual understanding than their counterparts in
the comparison group and this positive impact remained after a period of 9 weeks. 相似文献
13.
Haluk ?zmen 《Asia Pacific Education Review》2007,8(3):413-425
This study investigated the effectiveness of conceptual change texts in remediating high school students’ alternative conceptions
concerning chemical equilibrium. A quasi-experimental design was used in this study. The subjects for this study consisted
of a total 78 tenth-grade students, 38 of them in the experimental group and 40 of them in the control group. A questionnaire,
the Alternative Conceptions about Chemical Equilibrium Test (ACCET), was developed and administered to students as a pretest
and posttest. While the experimental group received a conceptual change text instruction, the control group received a traditional
style instruction. The results of the study indicated that the students in the experimental group showed significantly greater
levels of achievement than the students in the control group. Moreover, in both groups the percentages of students’ alternative
conceptions decreased in the however the experimental group did better than the control group. 相似文献
14.
Kathy Cabe Trundle Ronald K. Atwood John E. Christopher Mesut Sackes 《Research in Science Education》2010,40(3):451-478
This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings
of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause,
including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to
produce profiles of each participant’s conceptual understandings and nonparametric tests also were used. Results revealed
very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results
indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific
shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants
shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test.
Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest
to scientific understanding on the post-test. Implications of these findings and recommendations for further research are
provided. 相似文献
15.
Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction 总被引:1,自引:5,他引:1
Michael P. Clough 《Science & Education》2006,15(5):463-494
Much has been written about how effective nature of science instruction must have a significant explicit and reflective character.
However, while explicitly drawing students’ attention to NOS issues is crucial, learning and teaching the NOS are essentially
matters of conceptual change. In this article, how people learn and learners’ responses to the demands of conceptual change
are used to explain how students may exit from instruction with fundamental NOS misconceptions left intact or only slightly
altered, despite being explicitly and reflectively attended to more accurate ideas. The purpose of this concept paper is to
set within a theoretical framework of learning, and bring some coherence to, what has rapidly become a large body of empirical
research regarding effective NOS instruction. Toward these two ends, this article: (1) illustrates how a conceptual change
framework can be used to account for learners’ responses to NOS instruction and what teachers might do to promote understanding
NOS and transferring it to new contexts; (2) characterizes popularly advocated NOS instructional approaches along a continuum
marked by increasing connection to the workings of science, and decreased ability to dismiss NOS lessons as extraneous to
authentic science; and (3) proposes that NOS instruction would likely be more effective if teachers deliberately scaffolded
classroom experiences and students’ developing NOS understanding back and forth along the continuum. 相似文献
16.
Muammer ?alik Ali Kolomu? Zafer Karag?lge 《Journal of Science Education and Technology》2010,19(5):422-433
This paper reports on an investigation of the effect of conceptual change pedagogy on students’ conceptions of ‘rate of reaction’
concepts. The study used a pre-test/post-test non-equivalent comparison group design approach and the sample consisted of
72 Turkish grade-11 students (aged 16–18 years) selected from two intact classrooms. The ‘Rate of Reaction’ Concept Test comprising
9 lead and 10 sub-questions (total 19 items) was employed. The results suggest that the teaching intervention helped the students
to overcome their alternative conceptions and to store their newly structured knowledge in their long-term memories. It is
suggested that combining different conceptual change methods such conceptual change text/refutation text, argumentation with
the intervention used here may be more effective in reducing student alternative conceptions. 相似文献
17.
Özgecan Taştan Eylem Yalçınkaya Yezdan Boz 《Journal of Science Education and Technology》2008,17(5):444-453
The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy
in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different
classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction
was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through
the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In
order to find out the effect of the conceptual change text on students’ learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically
significant mean difference between the experimental and control group in terms of students’ ECT total mean scores; however,
there was no statistically significant difference between the experimental and control group in terms of students’ attitude
towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement. 相似文献
18.
Components of Conceptual Ecologies 总被引:1,自引:0,他引:1
Hyun Ju Park 《Research in Science Education》2007,37(2):217-237
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational
process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science.
This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology
provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information
is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected
components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took
part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments,
and their examinations and answers in class. The analysis presented will here include only those components that were represented
in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence
of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments,
metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature
of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints
to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual
ecologies through its definition of the categories and themes associated with those components. In examining across the range
of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual
ecologies. 相似文献
19.
The purposes of this study were to investigate students’ conceptual learning outcomes and the effect of motivation on students’
conceptual learning outcomes in two different contexts: a Web-based and a classroom-based instruction, which incorporated
the Dual Situation Learning Model (DSLM). Nine classes of Grade eight students (N = 190) were involved in the study; five classes participated in a Web-based context and four classes in a regular classroom-based
context. The topic covered was chemical reaction. Students’ conceptual change outcomes were assessed using eight two-tier
pre/post conceptual tests during the instruction and the reaction rate integrated conceptual test at the end of the instruction.
Students’ motivation data were collected in the beginning and during instruction using the items from the Students’ Motivation
Toward Science Learning (SMTSL) questionnaire. The data were analyzed using ANOVA, ANCOVA, bivariate correlation, and multiple
regression analysis. Findings revealed that students’ motivational factors were correlated significantly with their conceptual
learning outcomes in both Web-based and classroom-based science teaching. In the Web-based context, students’ motivation during
the Web-based learning played a more important role on students’ conceptual learning outcomes than before learning. 相似文献
20.
Research on student learning in higher education suggests that threshold concepts within various disciplines have the capacity
to transform students’ understanding. The present study explores students’ understanding in relation to particular threshold
concepts in mathematics—integral and limit—and tries to clarify in what sense developing an understanding of those threshold
concepts involves a transformation of understanding in relation to ways of thinking in mathematics. Drawing on data collected
in interviews with students taking a basic course on calculus the analysis offers an initial characterisation of students’
understandings as algorithmic. It then proceeds to construct a more fine-grained theoretical account for how these understandings
develop in the course of the interview, suggesting that the transformative aspects of threshold concepts may be conceptualised
in terms of shifts in students’ contextualisations allowing the development of conceptions at different levels of abstraction
simultaneously interacting to shape students’ awareness of the ways of thinking and practising in the subject. 相似文献