Abstract
In this study, the purpose of which is to investigate the effectiveness of conceptual change texts, the data was obtained through ‘Concept Achievement Test’ by Calik and Ayas [17], ‘Attitude Scale toward Conceptual Change Text’ by Yalvac [18] and ‘Science Teaching Self-Efficacy Belief Instrument’ by Enochs and Riggs [20]. The scales were conducted as pre-test before empiric process and post-test after empiric process. The study group consists of 112 teacher candidates studying at the 3rd grade of Primary School Teaching Department at a state university. The study was designed and conducted within experimental design with pre-test and post-test control group. After a four-week research, the analysis of the data showed that the concept achievements, attitudes toward conceptual change texts and elementary science teaching self-efficacy beliefs of the teacher candidates who were given conceptual change texts based concept education were significantly higher than those of the teacher candidates who received traditional concept education without conceptual change texts.
Highlights
One of the essential components in today’s educational mentality, which is based on constructivist learning approach, is to teach the scientific concepts with a method that is suitable for the schematic structures in mind and that reshapes those structures during the meaningful and functional structuring process of scientific knowledge necessary for academic achievement
The rise in favour of post-test for Attitude Scale toward Conceptual Change Text’ (ASTCCT) (t(52)= -1,008, p > 0,05) and the decrease in favour of post-test for Science Teaching Self-Efficacy Belief Instrument’ (STSEBI) (t(52)= 1,521, p > 0,05) did not lead to a significant difference. These results indicate that traditional concept education causes a significant increase in the concept achievements of primary school teacher candidates while it does not lead to a significant difference in their attitudes towards conceptual change texts
The main purpose of this study, whose study group consists of primary school teacher candidates, is to determine the efficiency of instruction conducted through conceptual change texts
Summary
One of the essential components in today’s educational mentality, which is based on constructivist learning approach, is to teach the scientific concepts with a method that is suitable for the schematic structures in mind and that reshapes those structures during the meaningful and functional structuring process of scientific knowledge necessary for academic achievement. In other words; concepts, which are the building blocks of scientific knowledge, should be taught as meaningful bodily information for the learner, effective structures in problem solving process and through a method transferable to daily life so that learners become competent in the subject and their academic achievements improve. Concepts are a knowledge structure which represents the changing common features of different objects and facts [1] and common names given to idea and object groups with similar features [2]. Concepts are the creators of even the simplest scientific knowledge. Concepts are prerequisite for scientific knowledge, scientific theories and scientific laws, which means that science and scientific developments wouldn’t exist without concepts
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