Effect of Conceptual Change-Oriented Instruction on Students' Conceptual Understanding and Attitudes towards Simple Electricity

Autor/inn/en	Taslidere, Erdal; Yildirim, Bilgetürk
Titel	Effect of Conceptual Change-Oriented Instruction on Students' Conceptual Understanding and Attitudes towards Simple Electricity
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 5, S.1567-1589 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taslidere, Erdal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10319-w
Schlagwörter	Energy; Student Attitudes; Concept Formation; Scientific Concepts; Undergraduate Students; Comparative Analysis; Cartoons; Misconceptions; Science Tests; Physics; Scientific Attitudes; Teaching Methods; Attitude Measures; Preservice Teachers; Teacher Education Programs; Elementary School Teachers + Suchen Sie Ihr Suchwort? Energie; Schülerverhalten; Concept learning; Begriffsbildung; Zeichentrickfilm; Missverständnis; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of current study was to investigate the effect of conceptual change-oriented instruction accompanied by conceptual change texts enriched with concept cartoons, gender, and their interaction on primary preservice teachers' conceptual understanding and their attitudes towards simple electricity. Participants were 225 sophomores from six intact classes in a state university. A quasi-experimental design was used and the study lasted in 3-week treatment period. The experimental group studied the simple electricity concept with the application of the conceptual change texts enriched with concept cartoons and the control group studied it with traditional instruction. Seven conceptual change texts with concept cartoons were developed, keeping students' misconceptions in mind. Students' conceptual understanding and attitudes were measured by two-tired misconception test and physics attitude scale respectively. They were administered as pre- and post-tests before and after instructions. The main effects of treatment, gender, and their interaction on post-test scores were examined via MANCOVA with pre-conceptual understanding and pre-attitude scores used as covariates. The analyses yielded a significant treatment effect, but insignificant gender and gender x treatment interaction effects on the collective dependent variables of the post-test scores. The ANCOVA results revealed that the conceptual change-oriented instruction affected students' conceptual understanding significantly with respect to traditional instruction, but it had insignificant effect on their attitudes. This study revealed that the use of the conceptual change texts enriched with concept cartoons is likely to be effective for primary preservice teachers' conceptual understanding in teaching simple electricity. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01