Using the conceptual change instruction to improve learning

Date

2003-06-01

Author

Alparslan, C
Öztekin, Ceren
Geban, Ömer

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

189
views

0
downloads

This study investigated the effect of conceptual change instruction on Grade 11 students' (aged 16 - 17 years) understanding of respiration. To first determine students' misconceptions, ten Grade 11 students were interviewed and data obtained from these interviews and related literature was used to develop the Respiration Concept Test used in the next stage of the research. The test was administered to a total of 68 Grade 11 students in two classes of an urban high school. The experimental group consisted of 34 students, 18 boys and 16 girls, who received conceptual change instruction; the control group was made up of 34 students, 19 boys and 15 girls. The control group received traditional instruction in which the teacher provided instruction through lecture and discussion methods. Prior to instruction, students in both groups were pre-tested in order to determine their previous understanding of respiration. The results revealed that students in both groups had an equal understanding of respiration. After instruction, data were analysed with two-way analysis of covariance (ANCOVA) using science process skill scores as a covariate. Results indicated that students' science process skills accounted for a significant portion of variation in respiration concepts achievement. The conceptual change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in the understanding of respiration concepts. This analysis also revealed a significant difference between the performance of females and that of males in the favour of females, but there was no significant interaction between treatment and gender difference.

Subject Keywords

Education, General Agricultural and Biological Sciences

URI

https://hdl.handle.net/11511/40456

Journal

JOURNAL OF BIOLOGICAL EDUCATION

DOI

https://doi.org/10.1080/00219266.2003.9655868

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Improving achievement through problem-based learning Sungur, Semra; Öztekin, Ceren; Geban, Ömer (Informa UK Limited, 2006-09-01) In this study, the effect of problem-based learning on students' academic achievement and performance skills in a unit on the human excretory system was investigated. Sixty-one 10th grade students, from two full classes instructed by the same biology teacher, were involved in the study. Classes were randomly assigned as either the experimental or the control group and were pre- and post-tested to determine their academic achievement and performance skills before and after the treatment. The experimental gro...
The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students Koksal, Mustafa Serdar; Çakıroğlu, Jale; Geban, Ömer (Informa UK Limited, 2013-12-01) The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioni...
Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution Yesilyurt, Ezgi; Öztekin, Ceren; Çakıroğlu, Jale; Deniz, Hasan (Informa UK Limited, 2019-01-01) The purpose of this study was to explore science teachers' conceptions about micro-and macro-evolutionary processes. In this study, a case study was employed to compare and contrast novice and experienced middle school science teachers' evolution conceptions. The data were collected using four micro-and macro-evolutionary scenarios alongside cognitive interviews. The findings illustrated that while the novice teacher mostly provided non-Darwinian explanations, the experienced teacher predominantly applied k...
Enhancing learning through multiple intelligences Özdemir, Pınar; Güneysu, Sibel Çiğdem; Öztekin, Ceren (Informa UK Limited, 2006-03-01) This study investigated whether there was a significant difference between multiple intelligence instruction (MII) and traditionally designed science instruction (TDSI) on fourth grade students' understanding of concepts associated with the 'Diversity of Living Things' unit. Students' intelligence types were also examined. There were two randomly-selected classes of 35 students of between 9 and 10 years old. The experimental group was instructed through Multiple Intelligence strategies while the control gro...
Using technology in preventing and remedying seventh grade students' misconceptions in forming and solving linear equations Erek, Görkem; Erbaş, Ayhan Kürşat; Department of Educational Sciences (2008) The purposes of this study was to investigate seventh-grade students’ misconceptions related to forming and solving equations and examine the role of technology use in preventing and remedying these misconceptions. A group of 18 seventh grade students was given a diagnostic test before they started the equations unit to determine their misconceptions related to the topic. Students studied equations for 6 weeks and half of the instruction took place in the computer lab where they used various electronic mani...

Citation Formats

C. Alparslan, C. Öztekin, and Ö. Geban, “Using the conceptual change instruction to improve learning,” JOURNAL OF BIOLOGICAL EDUCATION, pp. 133–137, 2003, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40456.