The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change

Ebenezer, Jazlin; Chacko, Sheela; Kaya, Osman; Koya, S. Kiran; Ebenezer, Devairakkam Luke

doi:10.1002/tea.20295

Cited by 45 publications

(78 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the present study, we utilized the conceptual change model proposed by Posner et al (1982). The above model has been widely used for the last two decades in the science education literature (e.g., Investigating the effectiveness of a POE-based teaching activity 49 Anderson et al 1990;Basili and Stanford 1991;Coştu et al 2010;Ç alık et al 2007a, b;Jensen and Finley 1996;Ö zmen 2009;Pınarbaşı et al 2007), although it has been exposed to several criticisms (e.g., Caravita and Halden 1994;Ebenezer et al 2010;Smith et al 1993;Vosniadou and Verschaffel 2004). Posner et al (1982) suggest that conceptual change necessitates creating dissatisfaction with existing alternative conceptions followed by a strengthening of the status of the preferred scientific conceptions.…”

Section: Introductionmentioning

confidence: 99%

“…Contrary to these models, Marton (1981) presented a more radical view of conceptual change model, Variation Theory of Learning named as Phenomenography. Based on the phenomenography (Marton and Booth 1997;Marton and Tsui 2004), Ebenezer et al (2010) have recently proposed a conceptual change model as Common Knowledge Construction Model (CKCM). This model is situated at the intersection of two theories, namely, conceptual change theory rooted in Piaget and phenomenography.…”

Section: Introductionmentioning

confidence: 99%

“…This model is situated at the intersection of two theories, namely, conceptual change theory rooted in Piaget and phenomenography. The model consists of four interactive phases of teaching and learning: Exploring and categorizing; constructing and negotiating; translating and extending; and reflecting and assessing (for detailed information see Ebenezer et al 2010). Moreover; Ebenezer et al (2010) stated that Regardless of theoretical suppositions, the hallmarks of teaching and learning for conceptual change include: Exploration of students' conceptions about a natural phenomenon; students becoming consciously aware of their own conceptions; sharing personal conceptions within a learning community for appraisal; testing and comparing personal conceptions with scientific models and explanations for plausibility; and through a social process, refining, reconstructing, reconciling or rejecting personal conceptions to align with the scientifically sound and agreed upon conception.…”

Section: Introductionmentioning

confidence: 99%

“…The model consists of four interactive phases of teaching and learning: Exploring and categorizing; constructing and negotiating; translating and extending; and reflecting and assessing (for detailed information see Ebenezer et al 2010). Moreover; Ebenezer et al (2010) stated that Regardless of theoretical suppositions, the hallmarks of teaching and learning for conceptual change include: Exploration of students' conceptions about a natural phenomenon; students becoming consciously aware of their own conceptions; sharing personal conceptions within a learning community for appraisal; testing and comparing personal conceptions with scientific models and explanations for plausibility; and through a social process, refining, reconstructing, reconciling or rejecting personal conceptions to align with the scientifically sound and agreed upon conception. These hallmarks of teaching may be adopted by those who understand conceptual change as undoing misconceptions or altering naive conceptions as well as by those who value variations in students' conceptions… (p. 2) As stated above, there are many hallmarks of teaching and learning for conceptual change represented with many different models previously stated.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

2011

View full text Add to dashboard Cite

Cataloged from PDF version of article.This article reports on the development of a Predict–Observe–Explain, POEbased\ud teaching strategy to facilitate conceptual change and its effectiveness on student\ud understanding of condensation. The sample consisted of 52 first-year students in primary\ud science education department. Students’ ideas were elicited using a test consisting of five\ud probe questions and semi-structured interviews. A teaching activity composed of three\ud Predict–Discuss–Explain–Observe–Discuss–Explain (PDEODE) tasks was employed,\ud based on students’ preconceptions identified with the test. Conceptual change in students’\ud understanding of condensation was evaluated via a pre-, post-, and delayed post-test\ud approach and students’ interviews. Test scores were analyzed using both qualitative and\ud quantitative methods. The findings suggested that the strategy helps students to achieve\ud better conceptual understanding for the concept of condensation and enables students to\ud retain these new conceptions in their long-term memory

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

2011

View full text Add to dashboard Cite

show abstract

“…It is noted that some researchers have in the past successfully combined phenomenography with quantitative approaches (Prosser, 2002) In a study by (Ebenezer et al, 2010) once the categories of description from a phenomenographical study were generated, students' responses were expressed in a single word, a string of words, or a statement, and then placed into the broad descriptive categories. These were then counted and a frequency distribution was used to compare between the pre-and the post-tests.…”

Section: Presentation Of the Research Outcomesmentioning

confidence: 99%

Engineering Phenomenography

Gibbings¹,

Lidstone²,

Bruce³

2015

Theory and Method in Higher Education Research

View full text Add to dashboard Cite

This chapter extends the phenomenographical research method by arguing the merits of engineering the outcome space from these investigations to effectively communicate the outcomes to an audience in technology-based discipline areas.Variations discovered from the phenomenographical study are blended with pre and post tests and a frequency distribution. Outcomes are then represented in a visual statistical manner to suit the specific target audience. This chapter provides useful insights that will be of interest to researchers wishing to present findings from qualitative research methods, and particularly the outcomes of phenomenographic investigations, to an audience in technology-based discipline areas.

show abstract

Konzeptwechseltexte – eine Textart zur Veränderung von Schülervorstellungen

Egbers

Marohn

2013

Chemkon

View full text Add to dashboard Cite

Schüler kommen nicht als „unbeschriebene Blätter“ in den Chemieunterricht, sondern haben bereits vielfältige Vorstellungen über chemische Sachverhalte. Diese entsprechen häufig nicht den wissenschaftlich anerkannten Konzepten. Im Folgenden soll ein Lernmaterial vorgestellt werden, das als Ziel hat, diese Alternativvorstellungen bewusst aufzugreifen und zu verändern: der Konzeptwechseltext. Das Besondere an diesen Texten ist, dass sie nicht nur die fachlich anerkannten, sondern auch die alternativen Vorstellungen der Schüler thematisieren. Die Lerner werden somit auf fachlich nicht korrekte Konzepte aufmerksam gemacht und es wird ein kognitiver Konflikt generiert, der einen Konzeptwechsel initiieren kann. Durch Erklärungen und Beispiele soll erleichtert werden, das fachlich anerkannte Konzept zu verstehen und sich anzueignen. Die zu vermittelnden Konzepte finden durch die integrierten Fragen und Aufgaben sowie eine Repositionierung am Ende sofortige Anwendung. Der hier vorgestellte Text behandelt das Thema „Lösevorgänge“ und richtet sich an Schüler vom Anfangsunterricht bis hin zur Oberstufe. Students do not enter chemistry classes as an unknown quantity, but have manifold ideas about chemical issues. These are often incompatible, though, with scientifically accepted conceptions. Further down teaching material shall be presented, which aims at picking up these alternative conceptions consciously and turn them into scientifically accepted ones: a conceptual change text. The special feature of these texts is that they not only name the scientifically accepted conceptions of students but also the alternative ones. Thus, the student’s attention is called to scientifically incorrect conceptions and cognitive conflict is generated, which may initiate a conceptual change. By using examples and explanations the approach towards the scientifically accepted conception is being simplified, so it is easier to understand and to acquire. The conveyed conception is directly applied by integrated questions and assignments. At the end of the text the students are asked for repositioning. The following text covers the subject “the process of dissolving” and is applicable for beginners as well as advanced learners.

show abstract

The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual change

Cited by 45 publications

References 43 publications

Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

Engineering Phenomenography

Konzeptwechseltexte – eine Textart zur Veränderung von Schülervorstellungen

Contact Info

Product

Resources

About