A Sustained Multidimensional Conceptual Change Intervention in Grade 9 and 10 Science Classes

Autor/inn/en	McLure, Felicity; Won, Mihye; Treagust, David F.
Titel	A Sustained Multidimensional Conceptual Change Intervention in Grade 9 and 10 Science Classes
Quelle	In: International Journal of Science Education, 42 (2020) 5, S.703-721 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLure, Felicity) ORCID (Won, Mihye) ORCID (Treagust, David F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1725174
Schlagwörter	Intervention; Science Instruction; Grade 9; Grade 10; High School Students; Student Attitudes; Scientific Concepts; Concept Formation; Pretests Posttests; Biology; Physics; Comparative Analysis; Teaching Methods; Mastery Learning; Student Interests; Private Schools; Foreign Countries; Science Tests; Classification; Correlation; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Concept learning; Begriffsbildung; Biologie; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Private school; Privatschule; Ausland; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Australien
Abstract	Although the benefits of addressing cognitive, social and affective aspects of learning in order to support conceptual change have been discussed in the literature, there are few studies of such interventions in the normal classroom. This study used a multidimensional conceptual change framework in order to teach five biology and physics topics over one year to two classes, one from Grade 9 and one in Grade 10. Pre- and post-tests were administered to determine the degree of conceptual change. Results were compared with those from teaching comparison classes using more traditional methods. Interviews were conducted with students at various points throughout the year to determine their perceptions of the learning framework. Significant positive changes in conceptual test results were observed for all topics. In most cases these changes were significantly greater than those of students in comparison classes. Students also reported increased interest in studying science, adoption of mastery goals for learning and confidence in being able to understand concepts and write scientific explanations. This study has presented research findings within a framework that can be adopted to effectively teach a variety of topics through a multidimensional conceptual change lens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01