Abstract
This research aims at determining the differences in the increase of conceptual mastery of the matter and its changes between students who study with the Predict-Observe-Explain Strategy assisted by Conceptual Change Text (POE-ACCT) and students who study with the Expository Strategy. This study involved 63 students who were divided into 2 groups, a control group (33 students) and an experiment (30 students). The research instrument is in the form of a five-tier diagnostic test. The instrument has gone through an expert and empirical validation process. The data obtained were analyzed with descriptive and inferential statistics. The results showed a significant increase in the conceptual mastery of the experimental group (N-gain = 0.26) and in the control group (N-gain = 0.06), which were significant (p < .05). The POE-ACCT strategy was found more beneficial compared to the Expository Strategy in increasing the conceptual mastery of the prospective elementary school teachers. Although the POE-ACCT strategy provided an increase in the conceptual mastery, an increase of 0.26 was categorized in a low category and this indicated the need for improvement of the strategy.
Highlights
One of the very important basic concepts and a prerequisite for understanding other science concepts at the level is the topic of matter and its changes, which are solids, liquids, and gases, and the changes caused by heat and other forces (Howe & Jones, 1993; Johnson, 1998; Snir, Smith & Raz, 2003; Merritt, Shwartz & Kracjik, 2007; Treagust et al, 2010; Ozmen, 2011; Ozmen, 2013; Sopandi, Latip & Sujana, 2017; Banawi et al, 2017)
Referring to the background above, the proposed research question is "Is there a difference in increasing understanding of the concept of matter and its changes between students who study with the POE Strategy assisted by Conceptual Change Text (POE-ACCT) and students who study with the Expository Strategy? This research is expected to enrich the data of conceptual mastery and strategies that are used so that it becomes an inspiration for improvement and further research
From the results of this research, it can be concluded that the understanding of elementary student teacher candidates on the topic of matter and its changes at the macroscopic, verbal submicroscopic, visual submicroscopic, and symbolic levels before and after the use of POE strategy assisted by Conceptual Change Text (POE-ACCT) is different
Summary
One of the very important basic concepts and a prerequisite for understanding other science concepts at the level is the topic of matter and its changes, which are solids, liquids, and gases, and the changes caused by heat and other forces (Howe & Jones, 1993; Johnson, 1998; Snir, Smith & Raz, 2003; Merritt, Shwartz & Kracjik, 2007; Treagust et al, 2010; Ozmen, 2011; Ozmen, 2013; Sopandi, Latip & Sujana, 2017; Banawi et al, 2017). Substances, and particles is a prerequisite concept for learning science (chemistry) at a higher school level. Conceptual understanding of elementary school teacher candidates on the topic of matter and its changes has not been optimal, there are still many who experience misconceptions and do not understand the topic (Sopandi, Latip & Sujana, 2017). Most of them do not understand the existence of freeform particles
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