Teaching strategies associated with conceptual change learning in Science

Abstract

AbstractThe use of teaching strategies associated with a conceptual change model of science teaching was examined in a study of thirteen 7th‐grade life science teachers. Teachers taught units on photosynthesis, cellular respiration, and matter cycling in ecosystems in their regular classes under conditions varying as to whether or not conceptual change‐oriented instructional materials and training sessions were provided. Greater use of conceptual change teaching strategies was associated with use of the special instructional materials, but not with the training. Students in classes where teachers were provided with the materials tended to perform better on posttests than those where such materials were not provided. The use of the conceptual change strategies by teachers was also associated with higher student performance on tests designed to assess conceptual change learning. The results support claims for the usefulness of conceptual change teaching strategies, but few of the teachers in this study could successfully implement these strategies without the support of appropriately designed curriculum materials.