Abstract
This study determined the effect of misconceptions intervention on students’ conceptual change in the concepts of density and floatation in basic science. The moderating effects of gender and school types on students conceptual change in the selected concepts were also determined. The misconception interventions in this study are hands-on activities that allow students who engage in them to observe evidence that contradict their misconceptions in density and floatation. Students in the upper basic three were the population of the study. A two-tier multiple-choice test was used to measure the conceptual change. The result revealed that exposing upper basic three students to the misconception intervention is significantly effective in facilitating conceptual change in the selected concept in basic science.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
