Conceptual Change Framework of Instruction (CCFI): An Instructional Model in Teaching Eclipses

Autor/inn/en	Madaiton, Naomi; Tomaquin, Maria Eloiza; Visitacion, Eric Jhay; Villaver, Jenny Rhea; Malingin, Jea Marie; Nacua, Sherwin; Acut, Dharel; Picardal, Marchee
Titel	Conceptual Change Framework of Instruction (CCFI): An Instructional Model in Teaching Eclipses
Quelle	In: Journal of Turkish Science Education, 19 (2022) 2, S.622-640 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Madaiton, Naomi) ORCID (Tomaquin, Maria Eloiza) ORCID (Visitacion, Eric Jhay) ORCID (Villaver, Jenny Rhea) ORCID (Malingin, Jea Marie) ORCID (Nacua, Sherwin) ORCID (Acut, Dharel) ORCID (Picardal, Marchee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Scientific Concepts; Concept Formation; Science Instruction; Grade 7; Grades (Scholastic); Instructional Effectiveness; Comprehension; Astronomy; Student Attitudes; Difficulty Level; Philippines + Suchen Sie Ihr Suchwort? Ausland; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Notenspiegel; Unterrichtserfolg; Verstehen; Verständnis; Astronomie; Schülerverhalten; Schwierigkeitsgrad; Philippinen
Abstract	A wide array of conceptual change strategies attempted to address students' persistent alternative conceptions, yet there remained ubiquitous struggles of teachers teaching abstract and highly contentious science concepts. This study investigated the effectiveness of the novel Conceptual Change Framework of Instruction (CCFI) in teaching eclipses among Grade 7 learners (n:40) in a private school in Cebu, Philippines. Using an embedded mixed-method design, a pretest-posttest method with the integration of a two-phased semi-structured interview with students measured the extent of the effect of an intervention on students' understanding, conception, and learning experiences. Quantitative results suggested that students' level of understanding significantly improved after exposure to the instructional model, as evident in their mean gain scores. Students in the experimental group scored above the passing grade compared to those in the control group. Moreover, thematic analysis revealed that students' demonstrated a conceptual change in their conceptions of eclipses from naïve understanding to scientifically accurate concepts. They also signified the efficacy of the CCFI in facilitating positive learning experiences through various engaging teaching strategies. Thus, science teachers may consider the use of CCFI among the array of instructional models in teaching science concepts to enhance conceptual understanding and positive learning experience. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01