The Effect of Conceptual Change Texts on the Level of Conceptual Understanding of Students

Autor/inn/en	Sel, Burcu; Sözer, Mehmet Akif
Titel	The Effect of Conceptual Change Texts on the Level of Conceptual Understanding of Students
Quelle	In: International Electronic Journal of Elementary Education, 11 (2019) 4, S.383-391 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Concept Formation; Comprehension; Social Studies; Grade 4; Elementary School Students; Government (Administrative Body); Misconceptions; Instructional Effectiveness; Concept Teaching; Reading Materials; Foreign Countries; Pretests Posttests; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Verstehen; Verständnis; Gemeinschaftskunde; School year 04; 4. Schuljahr; Schuljahr 04; Government; Regierung; Missverständnis; Unterrichtserfolg; Ausland
Abstract	This study aimed to investigate the effect of conceptual change texts on the conceptual understanding of local government concepts pertinent to the "power, management and society" learning field, as well as the "People and Administration" unit on the fourth-grade social studies course. In the study, a semi-experimental design with pre-/post-test control groups was adopted and samples were obtained from easily accessible samples from non-probability sampling types. The sample consisted of 34 students. As a means of collecting data, a two-stage conceptual understanding test was employed for the level of conceptual understanding, as developed by the researcher. In the analysis of data, dependent group/independent groups' t-test and covariance analysis were employed. It was found that the achievement scores of the last test made after the experimental process, based on the conceptual change texts, yielded a significant difference in favour of the experimental group. As a result of the research, in comparison with the activities carried out according to the current curriculum, it is possible to say that the conceptual change texts make a positive contribution to the level of the conceptual understanding of the students. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01