Paçacı, Çağatay
There is extensive literature focusing on students’ misconceptions in various subject domains. Several conceptual change approaches have been trying to understand how conceptual change occurs to help learners handle these misconceptions. This meta-analysis aimed to integrate studies investigating the effectiveness of three types of conceptual change strategies; cognitive conflict, cognitive bridging, and ontological category shift in science learning. We conducted a random-effects meta-analysis to calculate an overall effect size in Hedges’g with a sample of 218 primary studies, including 18,051 students. Our analyses resulted in a large overall effect size (g=1.10, 95% CI [1.01, 1.19], k=218, p<.001). We also performed a Robust Bayesian Meta-analysis to calculate an adjusted effect size, which specified a large effect (adjusted g=0.93, 95% CI [0.68, 1.07], k=218, p<.001). Results are also consistent across the conceptual change strategies of cognitive conflict (g=1.10, 95% CI [0.99, 1.21], k=150, p<.001), cognitive bridging (g=1.06, 95% CI [0.84, 1.28], k=30, p<.001), and ontological category shift (g=0.88, 95% CI [0.50, 1.26], k=9, p<.001). However, a wide-ranging prediction interval [0.19, 2.38] pointed out a high heterogeneity in the distribution of effect sizes. Thus, we investigated the moderating vi effects of several variables using simple and multiple meta-regressions. The final meta-regression model we created explained 35% of overall heterogeneity. This meta-analysis provides robust evidence that conceptual change strategies significantly enhance students’ learning in science.


Effectiveness of conceptual change instruction on understanding of heat and temperature concepts
Geban, Ömer (2007-05-01)
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 r...
Investigation of Students’ Cognitive Processes in Computer Programming: A Cognitive Ethnography Study
Doğan, Sibel; Aslan, Orhan; Yıldırım, İbrahim Soner (2019-01-01)
The aim of the current study is to investigate how cognitive processes of students categorized as novice, semi-expert and expert differ in terms of creating pseudocode for a given programming task. To conduct this aim, cognitive ethnography research design was employed to reveal the cognitive process of the participants behind the specified task. In the study, three undergraduate students from a Computer Education and Instructional Technology (CEIT) department were included as participants. These students w...
Effectiveness of Argument-Based Inquiry Approach on Grade 8 Students' Science Content Achievement, Metacognition, and Epistemological Beliefs
Deprem, Sabahat Tugce Tucel; Çakıroğlu, Jale; Öztekin, Ceren; KINGIR, SEVGİ (2022-07-01)
The quasi-experimental, two-group (treatment and comparison), pretest-posttest study of metacognition, epistemological beliefs, and science content achievement explored the effectiveness of argument-based inquiry (ABI) instruction as opposed to traditional teacher-directed lectures and structured activities. Participants included 60 eight-grade students attending two intact classes of a middle school located in an urban area. One class was treated as the treatment group and the other as the comparison group...
Implementation of life sciences from the perspectives of students: Creative drama as a qualitative data collection method
Taneri, Pervin Oya; Engin Demir, Cennet (2013-01-01)
The aim of this study is to examine the perceptions of students on the implementation of life sciences curriculum through using creative drama sessions. Eighty seven 2nd and 3rd grade students from an elementary school in one of the districts of Ankara participated in the study. Data were collected through employing four different creative drama methods: (a) letters, (b) drawings, (c) improvisations, and (d) still images of students. Content analysis was used to analyze the qualitative data collected in dra...
Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions
Ateş, Özlem; Eryılmaz, Ali (2015-03-01)
This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants’ perception of PBL and their actions during tutorials. Participants’ level of ...
Citation Formats