Using the conceptual change instruction to improve learning

Alparslan, Cem; Tekkaya, Ceren; Geban, Ömer

doi:10.1080/00219266.2003.9655868

Cited by 68 publications

(45 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These prior knowledge and ideas that students generate are often contradicted with scientific facts. These are called misconceptions (Alparslan et al, 2003;Bahar, 2003). Students have to associate a subject or concept to its implication in daily life and have to structure it using the prior knowledge for a meaningful learning (Bahar, 2003;Tsai and Huang, 2002).…”

Section: Authors Agree That This Article Remain Permanently Open Accementioning

confidence: 99%

“…Students have to associate a subject or concept to its implication in daily life and have to structure it using the prior knowledge for a meaningful learning (Bahar, 2003;Tsai and Huang, 2002). Incomplete or wrong prior information might prevent meaningful learning; hence it becomes important to study students' cognitive structure, and to study how to dissolve determined misconceptions in their cognitive structure (Alparslan et al, 2003;Bahar, 2003). Determination of students' cognitive structure can expose students' misconception, too (Tsai, 2001).…”

Section: Authors Agree That This Article Remain Permanently Open Accementioning

confidence: 99%

See 1 more Smart Citation

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Yücel¹,

Özkan²

2015

Educ. Res. Rev.

View full text Add to dashboard Cite

In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science curriculum were determined. And then these concepts; "Environment", "species", "habitat", "population", "ecosystem", "food chain", "substance cycle", "biological diversity", "environmental pollution", "global warming", "acid rain" and "greenhouse effect" were determined as keywords. Also, students were asked to construct a related example sentence for each keyword. Analysis of data was done in four steps: Determination of the responses given for the keywords, calculation of the Relatedness Coefficient between the keywords, formation of concept web that put forward the relation for the given responses to keywords, and analysis of constructed sentences for each keyword. In conclusion, this study put forward that most of the students had weak cognitive structure about ecological concepts. The close relations among these concepts with each other could not be built in students' cognitive structure. Most of the students' responses were superficial knowledge acquired in daily life and contained many misconceptions. Although students were aware of environmental problems, they were deficient in scientific information about reasons and effects of these problems. This case shows that we are not sufficient in environmental education and training.

show abstract

Section: Authors Agree That This Article Remain Permanently Open Accementioning

confidence: 99%

Section: Authors Agree That This Article Remain Permanently Open Accementioning

confidence: 99%

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Yücel¹,

Özkan²

2015

Educ. Res. Rev.

View full text Add to dashboard Cite

show abstract

“…On the other hand, Soyibo (1999) viewed that girls' performance level was on higher level when tested for identification of mistakes in giving labels (biology). Alparslan et al (2003) conducted an experimental research. Their research unfolded potential difference produced by varied methods of experiment (for instance, one instruction based on change in concept whereas another based on tradition) when measured in the perspective of differentiation in gender.…”

Section: Discussionmentioning

confidence: 99%

Improving Students’ Achievement in Biology using 7E Instructional Model: An Experimental Study

Shaheen¹,

Jumani²,

Kayani³

2015

MJSS

View full text Add to dashboard Cite

show abstract

“…This inquirybased, conceptual change instruction using scaffolding was specifically designed to promote conceptual change where learners have to confront their alternative conceptions and replace them with scientific concepts. This approach was also found to be very important in Alparslan et al (2003) where learners confront their alternative conceptions and are dissatisfied and then a replacement is made with the scientific conception. The Alparslan et al (2003) study was particularly applicable since it concentrated on theoretical model construction and evaluation.…”

Section: Inquiry-based Conceptual Change Instructionmentioning

confidence: 99%

“…This approach was also found to be very important in Alparslan et al (2003) where learners confront their alternative conceptions and are dissatisfied and then a replacement is made with the scientific conception. The Alparslan et al (2003) study was particularly applicable since it concentrated on theoretical model construction and evaluation. More importantly Windschitl and Andre (1998) also found that computer simulations can offer an appropriate environment for college students to test their mental models during constructivist instruction for science topics.…”

Section: Inquiry-based Conceptual Change Instructionmentioning

confidence: 99%

Simulating Science: Using a Computer to Facilitate Conceptual Change for Moon Phases

Alexander¹

View full text Add to dashboard Cite

The teaching of lunar phases to pre-service elementary teachers is important since lunar phases and the relationship of the earth-moon-sun system are specifically stated in the national science education reform documents. Moreover, Benchmarks for Science Literacy (Benchmarks) (American Association for the Advancement of Science, 1993), National Science Education Content Standards (NSES) (National Research Council, 1996), as well as Next Generation Science Standards (NGSS) (National Research Council, 2013) give specific recommendations for making use of physical models to help students understand the geometry of the sun-earth-moon system that is critical for understanding phases of the moon. Each of these documents view concepts of lunar phases as foundational for understanding the sun-earth-moon system. Additionally, these national reform documents have been modified by many states to serve as a basis for their state science education standards.Pre-service elementary teachers' conceptions of shape, sequence, and scientific understanding of the cause of moon phases improve both statistically and substantively after inquiry-based, conceptual change instructional intervention based on a computer simulation. More specifically, planetarium software was found useful to facilitate a constructivist approach to science education where the students constructed their own understanding of lunar phases by the use of this inquiry-based, conceptual change approach. Gains in conceptual understanding were measured by a semi-structured interview protocol as well as the LPCI and an Abridged-LPCI that is a version of the LPCI that includes only the questions that align directly with the interview protocol.The Abridged-LPCI results correlate better than the LPCI with the semi-structured interview protocol. Although there were statistically significant correlations, they were not practically significant. Student interviews, as well as student daily written reflections, provided data that helped to illuminate the conceptual change process and are not available from forced-choice instruments.Additionally, there are no statistical or substantive differences in achievement between students who collect moon observation data in a whole class setting versus those who collect this data working with the computer simulation in pairs. In general, the factors measured from the writing of student reflections were not significantly correlated with measures of conceptual gains although they can provide insights into the learning process.And finally, the Styrofoam™ ball (scientific model) activity was found to be a significant instructional component that positively impacted improvement of scientific conceptions of moon phases. Only 2 of 12 possible correlations between student reflection and LPCI were statistically significantly positively correlated and none of the 12 possible correlations for the Abridged-LPCI were statistically significantly correlated with student reflections, although they were not practically significant.Moreover, ...

show abstract

Using the conceptual change instruction to improve learning

Cited by 68 publications

References 26 publications

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Improving Students’ Achievement in Biology using 7E Instructional Model: An Experimental Study

Simulating Science: Using a Computer to Facilitate Conceptual Change for Moon Phases

Contact Info

Product

Resources

About