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Castro, César Sáenz

doi:10.1023/a:1003182219483

Cited by 16 publications

(3 citation statements)

References 14 publications

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“…The impact of the CCTs was primarily seen in the number of responses that were scored with 2 points, meaning that the texts supported the PTs not only in determining whether a statement was true, but also in justifying their ideas appropriately. This result is in line with similar studies that found CCTs to be effective in promoting conceptual understanding (Beerenwinkel et al, 2011;Calik et al, 2007;Castro, 1998;Södervik et al, 2015). On the other hand, in the current study, a significant difference was found between the post-test and delayed test scores in favor of the post-test.…”

Section: Discussionsupporting

confidence: 93%

“…Posner et al (1982), in particular, stress that learners may be resistant to adjusting their misconceptions unless they encounter cognitive conflict. This kind of conflicts may be dealt with through the use of conceptual change texts (Castro, 1998). However, while studies have been carried out with respect to diverse learning paths such as the use of concrete examples and simulation activities, the impact of CCTs on conceptual understanding has not been directly examined in terms of sampling distributions.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing pre-service mathematics teachers understanding of sampling distributions with conceptual change texts

Özmen

Güven

2022

JPR

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The present study aimed to remediate pre-service teachers' misconceptions about sampling distributions and to develop their conceptual understanding through the use of conceptual change texts (CCTs). The participants consisted of 84 pre-service teachers. To determine the pre-service teachers' conceptual understanding of sampling distributions, an achievement test was utilized. Five conceptual change texts were prepared. In this study, the number of correct responses of pre-service teachers increased from pretest to post-test and delayed test. This increase was statistically significant in favor of the post-test and delayed test. The results demonstrated that, due to the knowledge gained from the CCTs, the pre-service teachers improved their conceptual understanding about sampling distributions. Moreover, this study represents an important effort to integrate CCTs in mathematics and statistics education.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Enhancing pre-service mathematics teachers understanding of sampling distributions with conceptual change texts

Özmen

Güven

2022

JPR

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“…According to the 8 th grader, the two products are in the practical category, where the usability level of the product is already good. This finding is in line with some studies that found worksheet and book is a good facilitator of conceptual changes (Castro, 1998;Chen & Wang, 2016;Koparan & Güven, 2015;Sungur et al, 2001).…”

Section: B the Practicality Of The Learning Cycle 5e Teaching Tools (...supporting

confidence: 92%

Development of Learning Cycle 5E-Based Teaching Tools to Facilitate Students’ Conceptual Changes in Mathematics Learning

Gradini

Susanti

2022

Universitas Jambi

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This article describes the results of developing Learning Cycle 5E teaching tools that are valid, practical, and effective to facilitate students' conceptual changes in Statistics and Data Presentation material. The Four-D model was used to develop this research. The quality of the product is measured through the validity, practicality, and effectiveness of teaching tools. The device's validity is measured by its relevance and consistency using expert judgment. The device's practicality was measured using a practicality assessment questionnaire, distributed to 5 Mathematics teachers and 20 eighth-grader. Effectiveness was measured through a small group trial involving 1 Mathematics teacher and 28 eighth-grader students. The results showed that the teaching tools developed met the validity, practicality, and effectiveness criteria. Learning tools are declared valid, with the validity score for lesson plans being 0.89, student worksheets being 0.86, teacher book being 0.78, and student book being 0.80. Learning tools are declared practical with a practicality score where the teacher's response is 80.31% in the practical category, and the student's response is 79.19% in the practical category. Furthermore, teaching tools were declared effective with the criteria; the classical average of student learning outcomes reached 83.71, the Learning Completeness Criteria reached 82.14%, the level of teacher learning management was at a Good level, and student activity reached 72.5%.

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How Can Teachers Build Notions of Conditional Probability and Independence?

Tarr¹,

Lannin²

Mathematics Education Library

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Untitled

Cited by 16 publications

References 14 publications

Enhancing pre-service mathematics teachers understanding of sampling distributions with conceptual change texts

Enhancing pre-service mathematics teachers understanding of sampling distributions with conceptual change texts

Development of Learning Cycle 5E-Based Teaching Tools to Facilitate Students’ Conceptual Changes in Mathematics Learning

How Can Teachers Build Notions of Conditional Probability and Independence?

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