Effect of Conceptual Change–Oriented Instruction on Students’ Conceptual Understanding and Attitudes Towards Simple Electricity

Taşlıdere, Erdal; Yıldırım, Bilgetürk

doi:10.1007/s10763-022-10319-w

Cited by 12 publications

(3 citation statements)

References 59 publications

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“…< 0.05) with n-gain > 0.70 (high criteria) for metacognitive skills and students' scientific knowledge, while the motivational aspect with n-gain < 0.70 (medium criteria). These results reinforce the finding that motivational strategies and metacognitive skills effectively develop students' understanding of concepts and cognition (Adadan, 2020;Schuster et al, 2020;Taslidere & Yıldırım, 2023). The MCC learning model is based on constructivist learning theory and conceptual change theory.…”

Section: Resultssupporting

confidence: 83%

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

Syahmani,

Hafizah,

Sholahuddin

et al. 2023

JPII

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Conceptual change (CC) is a learning process in which students’ misconceptions are transformed into more scientific knowledge. The Metacognitive Conceptual Change (MCC) learning model is created by incorporating metacognitive skills and motivation elements into the CC model to make it more effective. It is necessary to look into the MCC model’s efficacy in encouraging students’ CC. This study aims to evaluate the MCC model’s effectiveness in improving conceptual changes in students through metacognitive skills, motivation, and scientific knowledge. This study used the experimental method with a one-group pretest-posttest design. The trial subjects were limited to 25 participants, while the broad trial subjects comprised 60 participants. Data was collected from tests, observations, questionnaires, and documentation. Data analysis techniques used in this study were descriptive, qualitative (n-gain test), and quantitative (paired t-test). The results demonstrate that the MCC learning model successfully raises students’ motivation, scientific knowledge, and metacognitive skills (p Sig. 0.05), encouraging the CC process. It is concluded that the MCC learning model effectively improves students’ CC by incorporating scientific knowledge, motivation, and metacognitive skills into instructional decisions. The MCC has practical implications for assessing CC through motivation and metacognitive scaffolding.

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Section: Resultssupporting

confidence: 83%

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

Syahmani,

Hafizah,

Sholahuddin

et al. 2023

JPII

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show abstract

“…When the literature is examined, it is possible to come across studies in which concept cartoons are used for different purposes. Among them, there are studies that aim to structure ideas (Keogh & Naylor, 1996), make clear the concepts (Taslidere & Yıldırım, 2023), and remediate the misconceptions (Chin Siong et. al., 2023;Erdoğan & Ozsevgec, 2012;Yong & Lee, 2017) and use them as an assessment tool (Chin & Teou, 2009;Çavaş et.…”

Section: The Use Of Concept Cartoons As a Pedagogical Tool In Mathema...mentioning

confidence: 99%

Can Students’ Misconceptions regarding Decimal Notation be Eliminated with the 5E Model Enriched with Digital Concept Cartoons?

YENİL,

GÖKKURT ÖZDEMİR

2023

International E-Journal of Educational Studies

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This study eliminates students’ misconceptions about decimal notation with the teaching method implemented according to the 5E model enriched with Digital Concept Cartoons (DCCs). The study was conducted with eight sixth grade students. In this study conducted using the action research method, lesson plans were designed based on the 5E model enriched with DCCs to eliminate misconceptions. The data were collected from Misconception Identification Forms 1 and 2, observation notes, and interviews conducted during the implementation process. Qualitative data analysis techniques were employed to analyze the data. Consequently, it was revealed that most students’ misconceptions about decimal notation decreased with the application of the 5E model enriched with DCCs. After the implementation, it was observed that most of the students’ misconceptions about sorting, place value, addition–subtraction, marking the numbers on the number line, and rounding in decimal notation were largely eliminated. In contrast, it was observed that students’ misconceptions regarding the multiplication/division operations and problems in decimal notation did not decrease.

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“…Pemahaman konsep dapat diartikan sebagai pengetahuan yang dipelajari oleh mahasiswa terkait topik maupun gagasan tertentu dengan cara yang bermakna dan terintegrasi (Taslidere, E., Yıldırım, 2023). Konsep yang dipahami terkadang tidak sesuai dengan pemahaman yang telah dikonstruk para ahli sebelumnya (Rismaningsih & Nurhafsari, 2022).…”

Section: Pendahuluanunclassified

Development of a Four Tier Diagnostic Test Instrument Based on iSpring Suite 9 to Identify Understanding of Concepts in Students

Nurhafsari

Rismaningsih

2023

borju. borneo. educational. j.

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Evaluation is important to measure the achievement of learning outcomes. Multiple choices, form of test, is commonly used in learning evaluation. However, in the real situation shows that multiple choice tests make students choose the answers randomly. This study was conducted to provide a solution by developing a Four Tier Diagnostic Test based on iSpring Suite 9 to identify students' conceptual understanding of Static Fluid. This research methodology employed Research & Development (R&D). The subject in this study were students of the Faculty of Engineering at Universitas Islam Syekh-Yusuf who are studying Basic Physics. Data collection techniques use observation, interviews, tests, validation sheets, and questionnaires. The validation results of material experts are 93%, media experts are 84% so that they are included in the very feasible category. The validity of the test showed that 35 items were valid, and 7 questions were invalid. The reliability of the test is 0.93. The index of difficulty consists of 3 easy, 35 moderate and 4 difficult. The discriminating power of each item included 16 very good questions, 9 good questions, 11 enough questions, 5 bad questions and 1 very bad item. Student response to this instrument is 74.83% included in the high category. This test can identify four levels of students' understanding of concepts, namely understanding concepts, not understanding concepts, partially understanding and misconceptions. Based on the results, the Four Tier Diagnostic Test based on iSpring Suite 9 has met the criteria for a good instrument and is suitable for use.

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Effect of Conceptual Change–Oriented Instruction on Students’ Conceptual Understanding and Attitudes Towards Simple Electricity

Cited by 12 publications

References 59 publications

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

Can Students’ Misconceptions regarding Decimal Notation be Eliminated with the 5E Model Enriched with Digital Concept Cartoons?

Development of a Four Tier Diagnostic Test Instrument Based on iSpring Suite 9 to Identify Understanding of Concepts in Students

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