Conceptual Change Framework of Instruction Model in Teaching Chemistry to Undergraduate Students

Abstract

The use of conceptual change frame of instruction (CCFI) model is encouraging and selfmotivating to address the persistent complementary conceptions of the students. However, the educators always face some difficulties in explaining the intellectual and decisive scientific concepts. The purpose of this study was to appraise the efficacy of the CCFI model in correcting the misconceptions of undergraduate chemistry students. Prior to the implementation of the CCFI model, an assessment of pre-existing knowledge of the students was performed through the structure of the observed learning outcomes (SOLO) taxonomy. For this purpose, a quasi-experimental research design was carried out. A total of 70 chemistry students from Public Sector University, divided into two intact groups, were cross-examined for the study. Further, before and after the CCFI model, an achievement test based on Chemistry concepts was conducted, covering all six cognitive domains of the Bloom taxonomy of educational objectives. Data analysis revealed that the CCFI model had a statistically significant impact on undergraduate students for elimination of their misconceptions about Chemistry.