Conceptual Change Model Research Articles

Analysis of Interview Results on The Remediation Process of The Dynamic Equilibrium Concept With The Representation-Metacognitive Reinforcement Conceptual Change Model (R-MR CCM)

Objective: This research aims to determine conceptions and changes in conceptions and analyze the results of interviews regarding the remediation process of the dynamic equilibrium concept. Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions. Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students. Results and Discussion: After conducting interviews and tests on respondents, the results of the analysis were obtained in the form of misconceptions among respondents that could be identified in the test and interview results at the stage of creating cognitive conflict and respondents could realize the misconceptions experienced after going through the stage of providing assistance for equilibration and using metacognition on an example of a concept so that respondents could dispelling misconceptions altogether. Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have. Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students.

Correcting grade 11 students misconceptions of the concept of force through the conceptual change model (CCM) with PDEODE E tasks

Correcting grade 11 students misconceptions of the concept of force through the conceptual change model (CCM) with PDEODE E tasks

Use of concept cartoons within the conceptual change model to address students’ misconceptions in biology: a case study

ABSTRACT As some misconceptions remain persistent, comforting and highly resistant to change, it is imperative to use methods and strategies that are centred around students’ abilities, interests and needs to address those misconceptions. This study investigates the appropriateness of using ‘concept cartoons’ to address misconceptions held by forty grade 9 students on the topic ‘plant nutrition’. A mixed research methodology, using the ‘conceptual change model’ and ‘reflective teaching model’ as underpinning theoretical frames, was used to develop a methodological framework comprising key stages; namely (i) analysis of the literature to identify common misconceptions held by students on plant nutrition, (ii) implementation of a pre-test to identify the most prevalent misconceptions held by the sampled students, (iii) use of concept cartoons within the conceptual change model to clear the identified misconceptions, and (iv) capture of students’ perceptions on the use of a concept cartoon-based strategy to bring conceptual change. The findings showed that the most prevalent misconceptions held by the sampled students were related to photosynthetic pigments, leaf adaptation, definition, raw materials, and the equation of photosynthesis. With more than 80% remediation of misconceptions showcased in this study, the use of concept cartoons within the conceptual change model was found to be appropriate in addressing students’ misconceptions.

The effect of using Posner’s model (of conceptual change) on academic achievement and the acquisition of freestyle swimming skill performance for students

The effect of using Posner’s model (of conceptual change) on academic achievement and the acquisition of freestyle swimming skill performance for students

Misconception in Air Pressure and Use of Conceptual Change Model to Eliminate Misconception

Misconception in Air Pressure and Use of Conceptual Change Model to Eliminate Misconception

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

Conceptual change (CC) is a learning process in which students’ misconceptions are transformed into more scientific knowledge. The Metacognitive Conceptual Change (MCC) learning model is created by incorporating metacognitive skills and motivation elements into the CC model to make it more effective. It is necessary to look into the MCC model’s efficacy in encouraging students’ CC. This study aims to evaluate the MCC model’s effectiveness in improving conceptual changes in students through metacognitive skills, motivation, and scientific knowledge. This study used the experimental method with a one-group pretest-posttest design. The trial subjects were limited to 25 participants, while the broad trial subjects comprised 60 participants. Data was collected from tests, observations, questionnaires, and documentation. Data analysis techniques used in this study were descriptive, qualitative (n-gain test), and quantitative (paired t-test). The results demonstrate that the MCC learning model successfully raises students’ motivation, scientific knowledge, and metacognitive skills (p Sig. 0.05), encouraging the CC process. It is concluded that the MCC learning model effectively improves students’ CC by incorporating scientific knowledge, motivation, and metacognitive skills into instructional decisions. The MCC has practical implications for assessing CC through motivation and metacognitive scaffolding.

Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception?

PurposeThis study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.Design/methodology/approachThis research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.FindingsHybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.Research limitations/implicationsThe data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.Practical implicationsThe research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.Social implicationsThis research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.Originality/valueThis study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.

Teaching Preservice Teachers the Water Cycle With a Conceptual Change Model

Teaching Preservice Teachers the Water Cycle With a Conceptual Change Model

Lakatosian and Euclidean populations: a pluralist approach to conceptual change in mathematics

Lakatos’ (Lakatos, 1976) model of mathematical conceptual change has been criticized for neglecting the diversity of dynamics exhibited by mathematical concepts. In this work, I will propose a pluralist approach to mathematical change that re-conceptualizes Lakatos’ model of proofs and refutations as an ideal dynamic that mathematical concepts can exhibit to different degrees with respect to multiple dimensions. Drawing inspiration from Godfrey-Smith’s (Godfrey-Smith, 2009) population-based Darwinism, my proposal will be structured around the notion of a conceptual population, the opposition between Lakatosian and Euclidean populations, and the spatial tools of the Lakatosian space. I will show how my approach is able to account for the variety of dynamics exhibited by mathematical concepts with the help of three case studies.

Impact of temperature increase on the formation of magnetic minerals in shales. The example of Tournemire, France

Remagnetization is a pervasive mechanism affecting all kinds of rocks. Sedimentary rocks are particularly prone to such a mechanism because they can experience a wide range of physical and biogeochemical processes which can lead to partial or total loss of the original paleomagnetic record. Temperature increase is one of key factors affecting the rock magnetic properties in sedimentary rocks. Laboratory experiments on shales in the literature have shown that the magnetic mineralogy changed with temperature as low as 50 °C, and that new magnetic phase(s) are formed. The latter was identified to be mostly iron oxides (e.g., magnetite) and iron sulfides (e.g., pyrrhotite). In this study similar to what previously conducted on samples from the Paris Basin, a laboratory heating experiment is conducted on shale samples from the Tournemire tunnel (SE France) in a temperature range of 50 to 130 °C. This aims to simulate a new exposition of the samples to temperature and to identify the changes in magnetic phases, especially on FeIII-bearing minerals, with temperature. The remanence of the analyzed samples increases stepwise, suggesting an increasing concentration of magnetic minerals above their blocking volume with increasing temperature. Magnetite is the main magnetic carrier present and formed in the heated samples, with possibly pyrrhotite forming at high temperature. A conceptual model of magnetic mineralogy changes with temperature is presented and compared to previous results on claystones from the Paris Basin. The experimental observations support that the paleomagnetic record in sedimentary rocks affected by a later temperature increase during burial should be interpreted carefully. Indeed, remagnetization will likely occur when magnetic minerals record a secondary remanence either growing above their blocking volume or when exposed again to a temperature higher than the maximum burial temperature formerly experienced by the samples.

Inhibitory control involvement in overcoming the position-velocity indiscrimination misconception among college physics majors

Experimental evidence in support of models of conceptual change advocating the coexistence of alternative conceptions, where initial misconceptions are surpassed by rather than entirely supplanted by scientific conceptions.

Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics

This study determined the efficacies of cognitive conflict and 5E instructional models on students’ conceptual change achievement and self-efficacy in particulate nature of matter concepts in physics. In this study, non-equivalent groups quasi-experimental design was used. A sample of 195 senior secondary school year 1 students (SSI) with an average age of ( M = 14.64, SD = 3.34) was used. Particulate Nature of Matter Conceptual Change Test (PNMCCT), and Particulate Nature of Matter Self-Efficacy Scale (PNMSES) were used to collect data. The SES was adapted and consists of 30 items of four-point Likert-type. A trial test was done on 20 SS1 physics students using the validated instrument. The estimate of internal consistency of .86 and a temporal stability of .99 were obtained for PNMCCT while an estimate of internal consistency of .71 was obtained for PNMSES. Before treatment, the initial conceptual change achievement and self-efficacy of the subjects were established using PNMCCT and PNMSES. After the treatment, the PNMCCT and PNMSES instruments were administered to the subjects as a posttest. Mean was used to answer the research questions while analysis of covariance was used to test the hypotheses at a 5% level of significance. The result showed that students’ conceptual change achievement and self-efficacy were significantly enhanced after exposure to 5E instructional treatment than that of cognitive conflict. Thus, it was recommended that the 5E instructional model should be adopted by physics teachers for the effective improvement of physics students’ self-efficacy in schools.

Reducing Misconception of Force Concepts Through Learning Conceptual Change Model with Cognitive Conflict Approach

This type of research is quantitative research that aims to reduce students' misconceptions through learning a conceptual change model with a cognitive conflict approach (CCM-CCA). The population in this study were students of the Physics Education Study Program, the University of Mataram, and students of the Surabaya State University Science Education Study Program. The sample in this study amounted to 56 second-semester students at both universities, each of which amounted to 29 people. The CCM-CCA used has been validated in Focus Group Discussion (FGD) activities and has been declared valid in content and construct so that it is appropriate to use. Data in this study were obtained through misconceptions tests, observations of conceptual changes and cognitive conflicts, and the interview process. Data analysis in this study used descriptive analysis by looking at the comparison of the percentage of students who had misconceptions before and after being given treatment and analyzing the level of cognitive conflict. The results of this study indicate that the CCM-CCA learning model is effective in reducing student misconceptions. Conceptual changes and cognitive conflicts that occur in students are included in the high and very high categories, and the results of structured interviews show that students experience 4 thought processes while learning CCM-CCA which helps students to change their conceptions from initially experiencing misconceptions to understanding scientific concepts.

Lunar Phases Refutation Texts: Suplement Texts to Overcome Students’ Misconceptions

The purpose of this research is to develop a set of refutation texts as supplement texts to overcome misconceptions and to improve conceptual understandings on the Lunar phases. The method used is research and development in education. Overall, the research consists of three stages, namely preliminary study, product development, and evaluation. The refutation text was developed based on Posner et al. (1982) conceptual change model. The results for the preliminary study stage obtained nine prototype of refutation texts, namely for the concepts of the Earth’s natural satellite, the source of moonlight, the rotation and revolution of the earth, the rotation and revolution of the Moon, the direction of the daily motion of the Moon, Lunar phases, solar eclipses, Lunar eclipses, and causes of the tides. A set of refutation texts can be used in teaching the Lunar phase material in high school. Further research is needed to see the effectiveness of the Lunar phase refutation text in remediating students’ misconceptions and increasing their concept understanding and the longevity of the substitute concepts.

Effectiveness of Learning Devices Based on Conceptual Change Model to Improve Concept Mastery of Students in the Gas Kinetic Theory Material

This study aims to determine the effectiveness of learning devices based on conceptual change model to improve concept mastery of students in the gas kinetic theory material. The learning device was developed with a 4D model which includes the stages of define, design, develop, and disseminate. The tools developed are syllabus, lesson plans, student worksheets, and concept mastery test instruments. The research data was obtained from the results of a limited trial of 27 students of eleventh-grade MIPA 1 at SMAN 1 Kediri. The data analysis technique used in this research is data analysis using n-gain. Based on the results of the n-gain analysis, a score of 0.60 was obtained in the medium category for all students. The n-gain analysis of each student resulted in 18.51% of students experiencing a high level of concept mastery, 70.37% of students experiencing a moderate level of concept mastery, and 11.11% of students experiencing a level of mastery with low criteria. These results indicate that the learning devices based on the conceptual change model are effective to improve concept mastery of students in the gas kinetic theory material

Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model

Students and even teachers, particularly in elementary schools, continue to have misconceptions about free fall. When using traditional learning methods, it is difficult to change these misconceptions. The purpose of this article is to reconstruct elementary school students' conceptions using a reflective conceptual change model (RCCM) aided by visual multimedia. The research design is quasi-experimental. The participants in this study were grade 4 elementary school students, 20 of whom were female and 10 of whom were male. A four-tiered test and an observation sheet were used as research instruments. Using data analysis, the findings revealed that all students had a new perspective on free fall. Male students improved their conceptual revisions better than female students. There are 90% of male students experiencing a conceptual change from misconception to scientific conception, compared to 15% of female students. RCCM assisted by visual multimedia can improve students' conception to a higher level

The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics

This research investigated the effectiveness of the conceptual change model (CCM) in addressing pre-service elementary teachers’ misconceptions and promoting their conceptual understanding of electrostatics. The participants were 55 pre-service elementary teachers enrolled in an elementary physical science course, 44 females and 11 males. An embedded mixed-methods approach was employed to help answer the two research questions put forward in this research. The results showed that the CCM moderately correlated with participants’ conceptual understanding of electrostatics. The data from the three open-ended questions showed that the CCM positively affected participants’ conceptions of the topic of electrostatics. The results of this research contribute to the literature on the effect of the conceptual change model in building conceptual understanding and minimizing pre-service teachers’ misconceptions about electrostatics. The results also showed that the phases of the CCM did not have the same effect on participants’ conceptual understanding of electrostatics. This information brings to the fore a discussion about the optimal approach to using the conceptual change instructional model.

Remediation of Misconceptions Vocational High School Students on the Concept of Static Fluids using the Conceptual Change Model

Many Vocational High School students have misconceptions, particularly about the concept of static fluid. Many factors contribute to students' misconceptions, one of which is that the teaching strategy used is still teacher-centered. To address these issues, researchers attempted to apply Conceptual Change Model (CCM) learning to the static fluid concept. The research method used is pre-experiment with a Group Pretest-Posttest design. A pre-experimental study was conducted on one group of students (the experimental group) without a comparison group (the control group). The subjects of this study were 30 Vocational High School students in Bandung City. Identification of misconceptions using the Three-Tier Test (3T) technique. A formula adapted from the normalized gain calculation was used to calculate the decrease in the number of students with misconceptions. The 3T identification results showed a decrease in the number of students who have misconceptions about each static fluid concept with an average score of 0.79. It decreases the number of students who have misconceptions that are included in the high category. Applying the CCM learning to Vocational High School students can reduce the number of students who have misconceptions about the concept of static fluid. Misconceptions were decreased because CCM learning involved changing existing conceptions and discovering new concepts that could be understood and made sense. This demonstrates that CCM learning can be a viable alternative for remediating misconceptions.

Misconception in Air Pressure and Use of Conceptual Change Model to Eliminate Misconception.

Misconception in Air Pressure and Use of Conceptual Change Model to Eliminate Misconception.

Misconception in Air Pressure and Use of Conceptual Change Model to Eliminate Misconception.

Misconception in Air Pressure and Use of Conceptual Change Model to Eliminate Misconception.