Conceptual Change Teaching Research Articles

Evaluating the impact of conceptual change pedagogy on student attitudes and behaviors toward controversial topics in Iraq

This study assesses the effect of conceptual change pedagogy on students’ attitudes toward pluralism and related rights within culturally sensitive contexts. Global efforts to address the spread of intolerant ideologies that foment radicalization, discrimination, and violence are fraught with controversy. Prior research on the Middle East and North Africa region has found that efforts to address these challenges in the field of education — including reform to curricula, the promotion of narratives inclusive of religious diversity, and civics education initiatives — have had varied levels of success. Absent from these efforts is the development of an effective pedagogy and the training of teachers to identify and address ideologies and behaviors that foment intolerance and conflict among students. Hardwired Global developed a teacher training program based on conceptual change theory and pedagogy to fill these needs. Conceptual change refers to the development of new ways of thinking and understanding of concepts, beliefs, and attitudes. Hardwired Global implemented the program in partnership with the regional Directorate of Education for Mosul and the Nineveh Plains region of Iraq from 2019–2023. From 2021–2023, Hardwired trained 485 teachers in 40 schools across the region. Following the training, teachers implemented two lessons. A mixed method research study — with a primary focus on quantitative data collected — was conducted to determine the effect of the program on student perceptions, understanding, and behavior toward key concepts inherent to pluralism. Quantitative data consisted of a pre-post survey with four multiple choice questions. Scores on pre-surveys were compared to post-surveys and a two sample paired t-test was applied. We documented statistically significant developments in students’ conceptual understanding of key concepts inherent to pluralism and associated rights, including: respect for diversity in expression inclusion of diverse religious and/or ethnic communities, gender equality, and violent or non-violent approaches to conflict. Qualitative data consisted of semi-structured interviews with teachers and students implemented at the conclusion of the program and observations reported by Master Trainers and teachers during training and activity implementation. Findings suggest conceptual change pedagogy on pluralism and associated rights is a promising approach to education about controversial topics in conflict-affected and culturally sensitive environments.

Chemistry students’ conceptual understanding of organic qualitative analysis

Organic qualitative analysis is one of the challenging chemical concepts in students learning of chemistry. The West African Examinations Council chemistry chief examiners for years, have lamented on students’ poor performance in organic qualitative analysis at the senior high school level. This study, therefore, investigated chemistry students’ conceptual understanding of organic qualitative analysis. Convergent mixed methods procedure was used to collect both quantitative and qualitative data from 263 chemistry students. The 263 students were selected through multistage sampling technique to respond to organic qualitative analysis diagnostic test for students. Quantitative data was analyzed using percentages, means, and standard deviations to determine students’ level of conceptual understanding on organic qualitative analysis. The results from the study showed that, students demonstrated no scientific understanding on organic qualitative analysis. The qualitative data was open-coded and constantly compared to establish students' conceptual difficulties on organic qualitative analysis. Students demonstrated conceptual difficulties were in the form of alternative conceptions and factual difficulties. It was, therefore, recommended that chemistry teachers should select and use appropriate conceptual change instruction approaches in their teaching to help students conceptualize organic qualitative analysis contents in organic chemistry.

Teaching for conceptual change on Newton’s First Law

Teaching for conceptual change used to overcome misconceptions is a teaching that explicitly intended to facilitate students to have experience conceptual change learning. The Prerequisites for this learning are dissatisfaction, intelligibility, plausibility, and fruitfulness. It was implemented a teaching approach for this purpose on Newton’s First Law by a quasi experimental research method with pre-test and post-test control group design. The sample was selected based on convenience sampling. The instrument used was the Force Concept Inventory translated to Indonesian (Ind-FCI) for the domain of Newton’s First Law. The independent sample U-test by α = 0.05 was used to test the hypothesis. The effectiveness of shifting of students’ conceptual understandings toward the true concepts was determined by the N-gain value. The result was the mean N-gain of the experimental and control group were 49.15% and -3.85% respectively. There was a significant difference of increase in students’ conceptual understanding between those who were taught using the conceptual change approach and conventional one. Therefore, the teaching for conceptual change can be used to help students to reduce their misconceptions.

Rethinking the Factor of Duration for Professional Development: A Workshop-Seminar-Demonstration Class Model for Science Teachers

Participating in effective professional development (PD) activities is crucial for helping teachers improve the quality of pedagogy and students’ learning results. Numerous factors influence the design of effective PD, one of which is duration. However, many teachers do not find much time to participate in long-term concentrated and continuous PD due to their heavy workloads. Based on this consideration, this paper presents the Workshop-Seminar-Demonstration Class PD (WSD-PD) model, which addresses the factor of duration by shortening the hours of contact, lengthening the total span of time required, and integrating elements such as active learning and expert follow-up to improve teachers’ practical teaching methods. With “Teaching for Conceptual Change” as the theme and junior high school science teachers as participants, the results of the study show that WSD-PD can serve teachers by generating willingness to improve teaching practices for and influence teaching behaviors in them. The settings of different activities in this model are also considered to play distinct and indispensable roles in the program.

Effect of Computer Assisted Instruction on Pre-Service Teachers’ Conceptual Change of Chemistry Concepts at St. Ambrose College of Education in Bono Region, Ghana

The study examined the effect of computer-assisted instruction (CAI) on pre-service teachers' performance in reaction rate concepts. The research employed the quasi-experimental design of a one group pretest-posttest type. A sample of one hundred and fifty (150) pre-service teachers were selected from an accessible population of level hundred (L100) students from the St. Ambrose College of Education at Dormaa Akwamu in the Bono Region of Ghana. Reaction Rate Concept Test (RRCT) was used to gather data for the research. Percentages and Means were used to answer research questions. The results show that the CAI strategy has a positive effect on pre-service teachers' performance on reaction rate concepts. The study again shows that the use of CAI can improve learners' performance in science and can help learners in high-level cognitive performance. CAI strategy proved to be an effective conceptual change teaching strategy in science. Based on the results obtained, it is recommended that science teachers should adopt the CAI and other ICT related strategies in teaching for improved learning outcomes in Chemistry.

Fostering students’ academic performance in physics using cognitive conflict instructional strategy and conceptual change pedagogy

This study investigated how to foster students' academic performance using cognitive conflict instructional strategy and conceptual change pedagogy on Senior Secondary (SS2) two in thermal physics in Kogi East Education Zone of Kogi State. The study adopted a quasi-experimental design, specifically, pretest-posttest non-equivalent-control group type. The study population was all the 7380 senior school two physics students in 153 co-educational secondary schools during the 2018/2019 academic session. The sample consisted of 294 SS two physics students (187 males and 107 females) drawn from six secondary schools using a multi-stage sampling technique. Thermal Physics Performance Test (TPPT) with reliability coefficients of 0.79 was used for data collection. Data collected were analyzed using mean, standard deviation, and bar graphs to answer the eight research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of confidence. The study's findings revealed that there was a significant difference in mean academic performance among students taught thermal physics using cognitive conflict instructional strategy, conceptual change pedagogy, and traditional instructional strategy. The result equally revealed that cognitive conflict instructional strategy enhances students' academic performance more than conceptual change pedagogy. In addition, male and female students taught using cognitive conflict instructional strategy differ significantly in academic performance scores F (1, 99) = 24.409; p = 0.000 < 0.05. Likewise the male and female students taught using conceptual change pedagogy differ significantly in academic performance scores at F(1,95) = 33.974, p = 0.000 < 0.05. Furthermore the finding revealed that there is significant interaction effect of strategy and gender on students’ mean academic performance scores F (2, 293) = 6.307; p = 0.002 < 0.05. It was also found that both cognitive conflict instructional strategy and conceptual change pedagogy foster students' academic performance in Physics more than traditional instructional strategy. Based on the findings, it was recommended that Physics teachers be encouraged to use both cognitive conflict instructional strategy and conceptual change pedagogy to teach Physics in secondary schools to enhance students' academic performance.

Effectiveness of Collaboration on Low and High Achieving School Students’ Comprehension of Electrochemistry in South Africa

This paper is part of a larger study that investigated the ‘Effectiveness of collaboration on low and high achieving school students’ comprehension of electrochemistry in South Africa’. The study occurred in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The theoretical framework for this study was based on Vygotsky‘s social constructivism theory, which he defines as ‘a sociological theory of knowledge that applies the general philosophy of constructivism into social settings’. A sample of 47 12th grade physical sciences students from two public schools (one of the schools is high achieving and the other is low achieving) in the circuit was purposively selected to participate in the study. Students were given electrochemistry concept test (ECT) as pre-test and post-test. Results from mean and standard deviation, and one-way between group analysis of covariance (ANCOVA) showed that high achieving school (HAS) students taught with the conceptual change teaching strategy (CCTS), specifically collaboration had significantly better acquisition of scientific conceptions related to electrochemistry than low achieving school (LAS) students, also taught with CCTS. Analysis from a scatterplot of post-test against pre-test grouped on type of school showed a linear correlation between pre-test and post-test scores for each intervention type, which indicated that there was no interaction effect. The study has shown that collaboration contribute to meaningful learning, which inadvertently improves students’ comprehension and consequent achievement in electrochemistry concepts but more positive for students from high achieving schools.

Conceptual Change Pedagogy and Its Effects On Students’ Cognitive Achievement and Interest in Biology

Conceptual Change Pedagogy and Its Effects On Students’ Cognitive Achievement and Interest in Biology

Validity of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Students Physics Competency in STKIP PGRI West Sumatera

The importance of teaching materials in accordance with the characteristics of students became the main reason for the development of basic electronics I module integrated character values based on conceptual change teaching model. The module development in this research follows the development procedure of Plomp which includes preliminary research, prototyping phase and assessment phase. In the first year of this research, the module is validated. Content validity is seen from the conformity of the module with the development theory in accordance with the demands of learning model characteristics. The validity of the construct is seen from the linkage and consistency of each module component developed with the characteristic of the integrated learning model of character values obtained through validator assessment. The average validation value assessed by the validator belongs to a very valid category. Based on the validator assessment then revised the basic electronics I module integrated character values based on conceptual change teaching model.

Implementasi Pembelajaran Inovatif Untuk Pemahaman Dalam Belajar Fisika Di SMU

This study aims at describing the effect of the implementation of the conceptual change instruction model as an instructional innovation and prior knowledge on remediation, understanding, and physics achievement in science. During the implementation, questionnaires and tests were administered to 336 high-school students at four schools in the cities of Singaraja and Malang. It was found that (1) prior knowledge had significant effect on the remediation and understanding, but not on learning achievement, (2) the innovative model had positive effects on remediation, understanding, and achievement, and (3) no interactive effect was found between prior knowledge and the innovative model and the remediation, understanding, and achievement in physics.

Do Personality Traits Matter in Chinese Academics’ Teaching Approaches?

This research aimed at identifying the statistically predictive relationship of personality traits to teaching approaches. The NEO Five-Factor Inventory and the Approaches to Teaching Inventory were administered to 268 academics from six elite universities in mainland China. Results showed that personality traits significantly contributed to teaching approaches beyond gender, type of institution, and taught academic discipline. Specifically, as expected, openness was beneficial to the conceptual-change teaching approach, whereas neuroticism was conducive to the information-transmission teaching approach. Furthermore, extraversion was related to the conceptual-change teaching approach, whereas agreeableness was associated with the information-transmission teaching approach. Implications of these findings are discussed with respect to academics and university senior managers.

Use of the Conceptual Change Teaching Method to Address Food Safety Among Native American and Hispanic Food Preparers

Use of the Conceptual Change Teaching Method to Address Food Safety Among Native American and Hispanic Food Preparers

Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures

This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students’ understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were instructed by Cooperative Learning based on Conceptual Change (CLCC), the other two classes were randomly assigned to traditional learning group where students were instructed by Cooperative Learning based on Conceptual Change without well-structuring the basics of cooperative learning (CLCC(−)), and the remaining two classes were randomly assigned to control group where students were instructed by Traditional Instruction (TI). Mixtures Concept Test (MCT), motivation section of Motivated Strategies for Learning Questionnaire (MSLQ) except goal orientation sub-scales, and Achievement Goal Questionnaire (AGQ) were assigned to the sampled students before treatments are commenced as pretests and after treatments are completed as post-tests. According to post-test scores, there were statistically significant mean differences among the groups exposed to variations of cooperative learning based on conceptual change and traditional instruction with respect to students’ understanding the concepts of mixtures and their motivation. Results drawn upon this study revealed specifically that students exposed to CLCC had better understanding and lower alternative conceptions about the concepts of mixtures, perceived contents related to chemistry more valuable, felt greater control over their own learning, dealt better with sense of worry and emotionality during tests, adapted performance avoidance goals less, and mastery approach goals more than students instructed by CLCC(−) and TI.

Improving Food Safety Practices of Hispanic Families With Young Children Using Conceptual Change Teaching Strategies

Objective: To develop and conduct a culturally-appropriate educational program for Hispanic food preparers that addresses food safety knowledge and skills. Target Audience: Hispanic families with children 10 years and under. Theory, Prior Research, Rationale: Young children are at a higher risk of contracting foodborne illnesses. Many of these illnesses can be reduced with proper food handling. Our focus group and survey research (Health Belief Model) indicated a need for a culturally-appropriate food safety program for Hispanics developed for their learning style. The program was developed using the Conceptual Change Teaching Strategies. Description: Educational sessions in which participants discussed food safety topics, prepared two recipes, and shared a meal while discussing their application of food handling practices were conducted in Hispanic community centers. Evaluation: Participants completed pre/post surveys to assess knowledge change as a result of the program. A health belief survey using a Likert scale (11⁄4Strongly Agree, 51⁄4Strongly Disagree) was also conducted. Participants (n1⁄445) were female (92 %) with an average of 2.8 children. A 39.6% (p1⁄40.0001) increase in knowledge was found from the pre-post surveys. Participants did not feel that food poisoning was a problem for them (3.09) or their children (3.36). Participants did agree that their home food handling practices prevent their children from getting food poisoning (1.45). Conclusions and Implications: Participant-centered and collaborative food safety programs can improve participants' knowledge and skills. Understanding the effectiveness of the Conceptual Change Teaching Strategies for food safety education will assist researchers and educators in the development and delivery of health-related interventions. Funding: USDA Additional Funding: USDA Project 2010-01299

Towards Exploring Strategies for Teaching Integrated Science to Low Achievers: A Test of Efficacy of Conceptual Change Pedagogy

The search for more effective and alternative instructional strategies has led to focusing attention on conceptual change pedagogy which places much premium on the use of students' prior ideas during instruction. The results of some studies on the efficacy of this pedagogy seem to demonstrate its superiority over the traditional expository strategy. But while the search for enhancement of achievement in science through the use of conceptual change pedagogy goes on, there is the need to relate it to some student characteristics that could affect their learning of science. This study, therefore, sought to find out if low achievers in integrated science taught using conceptual change pedagogy will achieve significantly better than their counterparts taught through the expository strategy. A total of 100 (57 boys, 43 girls) junior secondary school (grade 8) low achievers in integrated science participated in this study. Using a non-equivalent control-group design the experimental subjects were taught some energy concepts using conceptual change pedagogy while their counterparts were taught using expository method. Analysis of data collected showed that conceptual change pedagogy is superior to expository strategy for developing affective components of learning. Implications of the study are discussed and suggestions for further studies presented.

Effects of conceptual change pedagogy on achievement by high ability integrated science students on energy concepts

Strands of evidence from research on science teaching support the use of conceptual change pedagogy for teaching science at the primary and secondary school levels (grades 1-12). This model emphasizes the determination of students’ alternative conceptions and organizing a conducive learning environment for negotiation between the students and their teachers. Meaningful learning of science takes place within this type of learning environment. Despite this, there is the need to investigate the efficacy of this model for each of the levels of the various characteristics of students. This study, therefore, sought to find out if high achievers in integrated science taught using conceptual change pedagogy will achieve significantly better than their counterparts taught through the expository strategy. A total of 100 (54 boys, 46 girls) junior secondary school (grade 8) high achievers took part in this study. Using a non-equivalent control group design, the experimental group was taught energy concepts using conceptual change pedagogy while a second group was taught using expository method. No statistically significant difference was found between the two groups in cognitive achievement. But a significant difference was found in affective achievement between the two groups. The implications of the findings for integrated science teaching and further research are drawn.

Enhancing Ninth Grade Students' Understanding Of Human Circulatory System Concepts Through Conceptual Change Approach

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.

Views About Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was ‘traditional’ and a group who used conceptual change teaching approaches. This paper focuses on the views about learning physics held by the two groups. To summarize and compare the groups, a composite description was created for each group. This composite description represents all the common views of teachers who were in that group. The composite description is termed ‘typical’ teacher. The study concluded that the conceptual change teachers’ views about learning physics were constructivist while the traditional teachers held absorptionist views.

Effect of conceptual change text approach on removal of students' misconceptions about heat and temperature

This study focuses on students’ misconceptions regarding heat and temperature, the effectiveness of conceptual change text instruction on students’ understanding of heat and temperature and their attitudes towards science. Conceptual change and traditional instruction methods were used as teaching methods in the study. The results showed that the students have misconceptions and the experimental group students performed better with respect to the success in eliminating the misconception compared to the control group. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups both before and after teaching. Teaching strategies can be used to determine the misconceptions and enhance students’ understanding. Moreover, results showed that there were no statistically significant differences of post-test and delayed test.

Conceptual Change Instruction: A Method For Facilitating Consciousness In Problem Solving Activities

Problem solving is one of the most difficult higher level cognitive abilities to teach students how to improve on. The ability to detect and respond correctly to the relevant and salient items within a problem space requires students to pay close attention to what is important and unimportant in a given scenario. Often this process requires students to engage in a conceptual change in order to successfully complete a presented problem. This is due to the fact that students have difficulty in adapting to a new approach to a problem once it has been proven to not answer it successfully. Typically, individuals perseverate an incorrect approach many times prior to generating a novel solution methodology. It is presented here that conceptual change instruction is an effective means of improving level of consciousness, which in turn, improves problem solving ability.