Influence of Cognitive Ability on Students' Conceptual Change in Particulate Nature of Matter in Physics

Autor/inn/en	Ezema, Marcus Jideofor; Ugwuany, Christian Sunday; Okeke, Chinedu Ifedi; Orji, Emmanuel Ifeanyi
Titel	Influence of Cognitive Ability on Students' Conceptual Change in Particulate Nature of Matter in Physics
Quelle	In: Journal of Turkish Science Education, 19 (2022) 1, S.194-217 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ezema, Marcus Jideofor) ORCID (Ugwuany, Christian Sunday) ORCID (Okeke, Chinedu Ifedi) ORCID (Orji, Emmanuel Ifeanyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cognitive Ability; Scientific Concepts; Concept Formation; Science Instruction; Physics; Secondary School Students; Psychological Patterns; Foreign Countries; Logical Thinking; Teaching Methods; Nigeria; Test of Logical Thinking + Suchen Sie Ihr Suchwort? Denkfähigkeit; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	When students were exposed to cognitive conflict and 5E teaching models, this study looked at the impact of cognitive ability on their conceptual change in the particulate nature of matter in physics. With a sample of 195 first-year upper secondary school students, the study used a quasi-experimental design with non-equivalent groups. The data were collected using the Conceptual Change Test (PNMCCT) and the Test of Logical Thinking (TOLT). Through the process of test-retest utilizing the split-half approach, a reliability coefficient of 0.79 was achieved for PNMCCT, and Cronbach's alpha reliability index of the TOLT was found to be 0.81. The TOLT was used to divide the respondents into three levels of cognitive ability: low, average, and high cognitive capacity. Analysis of variance and analysis of covariance were used to analyze the data. When students were exposed to two conceptual change instructional methods, the results demonstrated that cognitive capacity had a substantial impact on conceptual change. It was suggested that students be encouraged to think critically and rationally about physics issues. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01