Abstract
The present study investigated the effectiveness of combining conceptual change text and discussion web strategies on students’ understanding of human circulatory system concepts. The data were obtained from 38 students in the experimental group taught with conceptual change text accompanied with discussion web, and 36 students in the control group taught with traditional instruction. After instruction, data were analyzed with analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual change instruction, which explicitly dealt with students’ misconceptions, produced significantly greater achievement in understanding of human circulatory system concepts. Results also revealed that the students' logical thinking and previous understanding of human circulatory system concepts accounted for significant portion of variation in understanding of human circulatory system concepts.
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