Effectiveness of conceptual change instruction on understanding of heat and temperature concepts

This study investigated the differential effects of two modes of instructional program (conceptual change oriented and traditionally designed) and gender difference on students' understanding of heat and temperature concepts, and their attitudes toward science as a school subject. The subjects of this study consisted of 72 seventh grade students from two General Science Classes taking the course from the same teacher. Each teaching method was randomly assigned to one class. The experimental group received reinforcement via the conceptual change texts while the control group utilized traditionally designed science texts over a period of four weeks. Analysis of covariance was used. Logical thinking ability was taken as a covariate. The results showed that the conceptual change oriented instruction produced significantly greater achievement in understanding of heat and temperature concepts. The result for science attitudes as a school subject showed no significant difference between the experimental and control groups. Also, no significant difference was found between the performance of females and that of males in terms of learning heat and temperature concepts and attitudes toward science, but the interaction of treatment regarding to gender was significant for learning the concepts. In addition, it was found that students' logical thinking ability accounted for a significant portion of variation in heat and temperature concepts achievement. © 2007, Taylor & Francis Group, LLC.
Research in Science & Technological Education


Ipekcioglu, S.; Elmas, R.; Geban, Ömer; Yesilyurt, H. (2011-03-09)
The main purpose of the study was to investigate the effectiveness of conceptual change oriented instruction over traditionally designed science instruction on 8th grade students' understanding of fluid force concepts. Participants of the study were fifty five 8th grade students from two classes in a private elementary school. This study is a quasi experimental pretest-posttest control group design. Both groups were administered Fluid Force Concept Achievement Test as pre and post test. Also Logical Thinkin...
Cetingul, Ipek; Geban, Ömer (2011-01-01)
This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science process skills on students' understanding of acids and bases were also investigated. Analysis of the results showed that establishing an analogical thinking during the instruction via conceptual change text caused better acquisition of scientific conceptions and elimination of misc...
Effects of Conceptual Change Text Based Instruction on Ecology Attitudes toward Biology and Environment
Çetin, Gülcan; Ertepınar, Hamide; Geban, Ömer (2015-02-01)
The purpose of this study is to investigate the effects of the conceptual change text based instruction on ninth grade students’ understanding of ecological concepts, and attitudes toward biology and environment. Participants were 82 ninth grade students in a public high school in the Northwestern Turkey. A treatment was employed over a five-week period with quasi-experimental design. While two classes were called control group, two classes were called experimental group. Each teacher had one control group ...
Integrating Gender and Group Differences into Bridging Strategy
YILMAZ, SERKAN; Eryılmaz, Ali (2010-08-01)
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect of bridging analogy-based instruction on sophomore students' misconceptions in Newton's Third Law. Specifically, the authors developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy. Newton's third law misconception test, attitude scale toward Newton's third law, and classroom observation checklists were the other measuring ...
Kingir, Sevgi; Geban, Ömer (2012-01-01)
The purpose of the present study was to investigate the effect of conceptual change text oriented instruction compared to traditional instruction on 10th grade students' understanding of reaction rate concepts. 45 students from two classes of the same teacher in a public high school participated in this study. Students in the experimental group were instructed by conceptual change text oriented instruction while students in the control group were instructed by traditional instruction. The results indicated ...
Citation Formats
Ö. Geban, “Effectiveness of conceptual change instruction on understanding of heat and temperature concepts,” Research in Science & Technological Education, pp. 115–133, 2007, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/86767.