Conceptual Change Model Research Articles

Reduction of Students’ Biological Misconceptions through the Conceptual Change Model Integrated with Android-Based Quran

This research aimed to reduce students’ misconceptions using a conceptual change model assisted by the integrated Android-based Quran. The study used a quasi-experimental design with a one-group pretest-posttest design. The study involved 95 eleventh-grade students MAN 1 Bandar Lampung. The research instrument was multiple-choice questions equipped with a certainty of response index (CRI) developed based on the revised Bloom taxonomy indicator. The data collection techniques used were tests (pretest and posttest). The results of the study obtained a reduction value of misconceptions in the pretest, namely understanding the concept of 47 % (moderate), misconception 48 % (moderate), and not understanding the concept of 5 % (low). The posttest score decreased (reduced) the proportion of misconceptions to 42 % (moderate), not understanding the concept to 4 % (low), and understanding the concept to 55 % (moderate). The hypothesis testing employed was the one-sample t-test. Therefore, H1 was accepted. It means that the conceptual change model (MCC) with Android-based Quran media can reduce students’ misconceptions with a criterion of 0.71 (medium interval). Thus, the results of this research can add to the treasury of studies on the reduction of misconceptions through the MCC model based on the Android-based Quran media. Also, as a practical use for teachers to deepen the concept of biology to guide students to understand the concept of the material better correctly.

Misconceptions, conceptual pluralism, and conceptual toolkits: bringing the philosophy of science to the teaching of evolution

This paper explores how work in the philosophy of science can be used when teaching scientific content to science students and when training future science teachers. I examine the debate on the concept of fitness in biology and in the philosophy of biology to show how conceptual pluralism constitutes a problem for the conceptual change model, and how philosophical work on conceptual clarification can be used to address that problem. The case of fitness exemplifies how the philosophy of science offers tools to resolve teaching difficulties and make the teaching of scientific concepts more adequate to the actual state of affairs in science.

Produção de um material didático para o ensino de química baseado no modelo da mudança conceitual

A elaboração de materiais didáticos fundamentada em pressupostos teóricos da pesquisa em ensino de química pode auxiliar professores em sua prática pedagógica em sala de aula. O objetivo deste trabalho foi o desenvolvimento de um material didático baseado no modelo da mudança conceitual e a discussão do seu potencial de aplicação no ensino médio. Identificação das ideias dos estudantes, questionamento de suas concepções iniciais, apresentação de novos conceitos e sua aplicação em outros contextos foram os parâmetros utilizados na produção do material. Discutiu-se a proposta confrontando-a com o que a literatura específica aborda. Assim, foi possível verificar como o material didático tem potencial em auxiliar professores na sua ação pedagógica, tendo a possibilidade de ter em mãos uma proposição que se fundamenta em teorias de aprendizagem, de fácil linguagem e flexível às diferentes situações em sala de aula.

Towards a manager's mental model: Conceptual change through business simulation

Mental models are relevant in both managerial decision making and management education. Decision-making studies have demonstrated how managers benefit from more accurate mental models by gaining higher-quality heuristics and better performance. However, management education studies assessing mental models as learning outcomes remain rare. This study aims at understanding how students' mental models change during a business simulation course. We designed a pre- and post-simulation concept map assignment that illustrated students' mental models as number of concepts, connections between concepts, and written explanations. The findings of our study demonstrate that students’ mental models changed through two interconnected processes: addition of new knowledge and change of misconceptions in existing knowledge. Based on these results, we composed a model of conceptual change through business simulation gaming. Our study contributes to the research on learning from business simulations and addresses the recent call for more conceptual change research in social sciences by enhancing the conceptual change discussion in the management education literature.

أثر أنموذج بوسنر على التّغیُّر المفهومی فی تعدیل التصورات البدیلة عن بعض المفاهیم الریاضیة لدى تلامیذ الصف الرابع الابتدائی

هدف البحث إلى التعرف على أثر أنموذج بوسنر للتغيير المفهومي في تعديل التصورات البديلة للمفاهيم الرياضية لدى تلاميذ الصف الرابع الإبتدائي، ولتحقيق أهداف البحث قام الباحث بتحليل محتوى وحدتي ( الکسور الاعتيادية ، الکسور العشرية) من کتاب الرياضيات للصف الرابع الإبتدائي؛ لاستخراج المفاهيم الرياضية وإعداد اختبار لتشخيص تلک المفاهيم لدى تلاميذ الصف الرابع، وتم اختيار عينة مکونة من (٧٢) تلميذا من تلاميذ طلاب الصف الرابع الإبتدائي في مدينة حائل بالمملکة العربية السعودية تم تقسيمهم إلى مجموعتين مجموعة تجريبية تدرس باستخدام أنموذج بوسنر للتغيير المفهومي، وضابطة تدرس وفق الطريقة الاعتيادية، وبعد تحليل البيانات أظهرت النتائج وجود فروق ذات دلالة إحصائية بين متوسطي درجات تلاميذ المجموعتين التجريبية والضابطة في القياس البعدي لاختبار التصورات البديلة لصالح تلاميذ المجموعة التجريبية، وأوصى الباحث عددا من التوصيات أهمها ضرورة استخدام أنموذج بوسنر في تدريس الرياضيات في المرحلة الإبتدائية ، لما له من أثر في تصحيح الأخطاء الشائعة في المفاهيم الرياضية. This study aimed at identifying the effect of posner’s Model for conceptual change on modifying the alternative perceptions of mathematical concepts for the 4th grade pupils at the primary education stage. For achieving this objective, two units (Regular and decimals fractions) of the 4th grade's mathematics book were analyzed to identify the mathematical concepts and then construct a test for checking them. A sample of (72) pupils from grade 4 was selected in Hail, KSA, which in turn was divided into two groups: experimental and control. The experimental group was exposed to teaching mathematics using posner’s Model while the control group was taught in the ordinary method. However, the findings revealed that there were significant statistical differences among the means of the sample's marks of both groups when post-testing the alternative perceptions in favor of the experimental group. Finally, a number of recommendations of which the significant one was teaching mathematics for the primary stages, as proved posner’s Model as proved efficient for correcting the common errors of the mathematical concepts.

PENGGUNAAN MODEL CONCEPTUAL CHANGE PADA INSTRUMEN THREE-TIER-TEST DAN LKPD

There are still many misconceptions in the buffer solution material based on the results of pre-research that has been done. Therefore, it is necessary to to make efforts to reduce misconceptions. This research aims to determine the validity of the three-tier-test diagnostic test instrument and Student Worksheet (LKPD) to reduce student’s misconceptions through conceptual change model on buffer material. This research and development method uses a 3-D model which is a modification of the 4-D model, namely (1) define; (2) design; and (3) development. The validity of the instrument and LKPD in terms of content validity and construct validity. The content validity of the instruments and LKPD respectively obtained an average percentage of 94.00% and 92.44%. While the construct validity of the instruments and LKPD respectively obtained an average percentage of 91.00% and 86.47%. This results shows that the three-tier-test diagnostic test instrument and LKPD through conceptual change model developed were declared very valid.

The behaviour of beach elevation contours in response to different wave energy environments

AbstractWithin the context of a warming climate, there are wide and increasing concerns about the way beaches respond to different wave energy environments. However, behavioural differences in changes in beach elevation contours (including shorelines) in different wave energy environments remain unknown. Thus, it is unilateral to evaluate the changes in beaches based on a single elevation contour (e.g. shoreline) in coastal engineering and management applications. In this study, based on the collected shoreline and wave energy data of two international beaches, as well as the measured beach elevation contour data from Yintan Beach and the corresponding wave energy data simulated by Xbeach, our results show that frequency distributions of beach elevation contour changes exhibit distinct features under different wave energy environments. Under high wave energy environments, the frequency distributions of beach elevation contour changes show a Gaussian distribution. However, frequency distributions of beach elevation contour changes present a power law, intermediate between the logarithmic and Gaussian distributions under low and moderate wave energy environments, respectively. Furthermore, the conceptual model of beach elevation contour changes constructed by this study indicates that the relative importance of the wave energy and sediment resistance determines this phenomenon. © 2020 John Wiley & Sons Ltd

4463 An Intervention Mapping Approach to Develop Interventions to Improve Access to Kidney Transplant

OBJECTIVES/GOALS: Kidney transplant is superior to dialysis for the treatment of end-stage kidney disease, but accessing transplant requires high patient engagement. We sought to develop a group counseling intervention with patients and their social support members using an evidence-based, stakeholder-engaged approach. METHODS/STUDY POPULATION: We employed an Intervention Mapping approach to incorporate qualitative data from stakeholders on barriers to accessing kidney transplant. Data were collected from 13 focus groups of African American (AA) and white adult kidney transplant candidates and their social support networks in Minnesota and Georgia. We completed this process through (1) qualitative data collection, (2) utilizing data and intervention mapping methods to develop a conceptual framework to describe associations between behavioral determinants and desired outcomes, and (3) using these products to identify evidence-based approaches to modify behavioral determinants through a theory based intervention. RESULTS/ANTICIPATED RESULTS: Participants describe experiences of overwhelm, isolation, helplessness, and difficulty communicating. In addition, AA participants expressed distrust in the medical system. We systematically incorporated these themes into a conceptual model of behavior change that identifies determinants of necessary actions to obtain transplant, including knowledge, self-efficacy, reduced decisional conflict, and perception of social support. Evidence-based methods to modify these determinants, such as modeling, goal-setting, and mobilizing social support, were incorporated into the design of a group education and counseling intervention with an individualized risk calculator. DISCUSSION/SIGNIFICANCE OF IMPACT: Intervention mapping allows for behavior change theories to be incorporated into counseling sessions with patients and their social support networks. This approach translates qualitative data into an evidence-based intervention which will be piloted in a randomized controlled trial (RCT) to determine feasibility for a larger RCT.

Inhibition and Conceptual Learning in Science: a Review of Studies

Recent research about the learning of science has suggested that misconceptions are not replaced by scientific conceptions and extinguished once conceptual change has occurred. Rather, misconceptions still exist alongside the acquired scientific conceptions and must be suppressed in order to use scientific conceptions. Our goal in this review is to understand the conditions under which the executive function of inhibition plays a role in conceptual learning in science domains. We reviewed 18 articles in the extant literature that report investigations involving students at different educational levels, from primary to higher education, in order to identify how inhibition and science conceptual learning are measured and the conditions in which a link between the executive function and the outcome variable emerges. Part of the reviewed studies are based on behavioral data, while the others are based on both behavioral and brain imaging data. The review shows that the majority of the studies at each educational level reveal that inhibition contributes to topic-specific learning in science domains, or to overall academic achievement in science. Neuroscientific studies provide evidence that inhibition is recruited during the execution of tasks that require suppression of misconception interference. Comprehensive models of conceptual change should consider inhibitory control, which may also account for individual differences in this process.

Don’t Take It Personally? The Role of Personal Relevance in Conceptual Change

The overall purpose of this study was to investigate the role of personal relevance in conceptual change. First, we used an experimental design to investigate the role of augmented activation—which directly implicated teachers’ personal prior beliefs about mathematics learning and instruction—and refutational text manipulations on short and long-term conceptual change in preservice and inservice teachers’ constructivist beliefs about mathematics to test for a mechanism of change. Second, we examined the relationships among affect, cognitive processing, and conceptual change to clarify our understanding of the mechanisms of the conceptual change process and to empirically test key hypotheses in the Cognitive-Affective Model of Conceptual Change (CAMCC). Our results indicated that messages that heighten the personal relevance and challenge to prior beliefs with contrary evidence (i.e., augmented activation) produced conceptual change in preservice and inservice teachers’ mathematics beliefs, whereas there was no consistent effect of refutational text. We also found support for several key pathways in the CAMCC, with implications for conceptual change theory and teacher education.

Analyzing the Students' Conceptual Change on Kinetic Theory of Gases as a Learning Effect though Computer Simulations-Assisted Conceptual Change Model

This study is to analyze the students’ conceptual change on the kinetic theory of gases afterward learning with a computer simulation-assisted conceptual change model. CS-CCM consists of six phases; 1) commit to a position 2) expose beliefs 3) confront belief 4) accommodate the concept 5) extend the concept 6) go beyond. CS-CCM was conducted to 27 students (average age of 17 years old) who came from one of high school in Belitung. The research method was pre-experimental design with a one-group pretest-posttest design. The instrument used a four-tiers test-kinetic theory of gases (FT-KTG) consisting of 11 questions and the results of the test categorized into five categories of students’ conceptions, consisting of; sound understanding (SU), partial understanding (PU), misconception (MC), no understanding (NU), and not being encoded (UC). Students’ conceptual change is based on students’ pre-test and post-test conception profiles. There are six types of changes in students conceptions; reinterpretation (Ri), revision (Rv), construction (Co), disorientation (Di), scientific conception from the beginning (Sc), and static (St). The results show that 86% of students whose conceptual change are in the “satisfying category” and CS-CCM is effective can be used as a learning model to change students' conceptual.

Pregled istraživanja o efikasnosti modela konceptualne promene o toplotnim pojavama i strukturi materije

Temperature phenomena are teached in primary education, but until recently, at that level of education, clarification based on the particle structure of the substance was avoided, thus creating space for the formation of a large number of alternative student ideas. Terms that describe the structure of matter such as molecule, atom, atomic bonds, etc are introduced in the upper grades (secondary education). Also, teaching contents about termal phenomena and processes are realized through teaching physics and chemistry, where the focus of learning is on macroscopic thermal manifestations without insight into the connection between the structure of a substance and its thermal (physical or chemical) changes. This paper presents an overview of research on the possibilities of the conceptual change models of thermal phenomena based on understanding of the structure of matter. Most research has shown that students at all levels of education, from preschool to university level, have retained alternative ideas about the concept of heat, which is the reason for questioning the effectiveness of teaching models that overcome the perceived misconceptions.

The effect of teaching through conceptual change model on the attitude of 10th-grade female high school students toward death

The effect of teaching through conceptual change model on the attitude of 10th-grade female high school students toward death

Enhancing the quality of future teaching practise by increasing scientific attitudes and reducing misconceptions of pre-service elementary school teachers through conceptual change model

This study was aimed at increasing scientific attitudes and reducing misconceptions of 39 pre-service elementary school teachers (PSESTs) at PGRI University of Yogyakarta by implementing the conceptual change model (CCM). Scientific attitudes scales (SAS) and misconception tests (MT) were administered to PSESTs. Observations and documentations were conducted to record the implementation of CCM as well as PSESTs’ attitudes and behaviour. Data analysis techniques were the descriptive statistic as a quantitative analysis and descriptive qualitative as a qualitative analysis. The average scores of scientific attitudes increased from 72.8 in the initial condition to 77.1 in Cycle I, whilst the average scores of scientific attitudes increased from 77.1 in Cycle I to 81.4 in Cycle II. The overall misconception incidences reduced from 49.8% to 5.6%. The research results clearly showed that CCM increased scientific attitudes and reduced misconceptions of PSESTs’. The two objectives, the increase of scientific attitudes and reduction of misconceptions, are attempts to enhance the quality of pre-service teachers’ upcoming teaching practise. Consequently, CCM is one of the choices that can be chosen by lecturers to fulfil both objectives.

Development of computer simulation-assisted conceptual change model (CS-CCM) to change students’ conception on gas kinetic theory

This study aims to develop computer simulation-assisted conceptual change model to change students’ conception on gas kinetic theory. This study has been conducted to senior high school students because gas kinetic theory is an abstract concept, so that the conceptions usually increase misunderstanding and misconceptions of students. The research development has been implemented in the ADDIE development model. The ADDIE model consist of: Analyse, Design, Develop, Implement, and Evaluate. Respondents in this study amounted to 26 students (average age of 17 years old), who came from one of high school in Belitung. The test instrument used is three tier open ended questions consisting of 7 questions and the results of the test were categorized into five categories consisting of misconception (M), not understanding the concept (NU), sound understanding (SU), partial understanding (PU), and not being encoded (UC). The results show that CS-CCM can be designed and developed to facilitate change students conception on gas kinetic theory. Thus, it can be concluded that the development of CS-CCM is able to facilitate conceptual change of students’ conception on gas kinetic theory.

How learning misconceptions can improve outcomes and youth engagement with gambling education programs.

Background and aimsGambling education programs typically focus on promoting gambling as a high-risk activity with harmful effects; however, these programs demonstrate limited effects on the prevention of gambling problems. This paper proposes a clear theoretical framework to inform the content and delivery of gambling education initiatives and draws on psychological and pedagogical research to address some of the practical issues associated with its implementation.MethodsLiterature was reviewed across fields of psychology, public health, and pedagogy to provide key recommendations to improve the outcomes of gambling education.ResultsFour key recommendations were made for the development of future gambling education programs centering on theoretical approach, specialized content, and delivery.Discussion and conclusionsRecommended advancements are as follows: (a) evidence suggests shifting away from messages about gambling harms and instead applying a cognitive-developmental framework of problem gambling that may improve youth engagement by increasing personal relevance. (b) The cognitive model of problem gambling suggests that misconceptions about the profitability of gambling games (e.g., the gambler’s fallacy) play an important role in the development of problems and should be a key target for education. However, exposing such misconceptions requires the challenge of teaching the mathematical principles that underpin them. (c) The pedagogical field provides valuable insights into teaching complex concepts. Research that applies the conceptual change model to science education suggests misconceptions also facilitate learning new complex information, such as gambling-related mathematical concepts (i.e., randomness and statistics). (d) In addition, improvements in computer-assisted teaching methods provide opportunities to use simulations and visualizations to help teach abstract concepts and correct such misconceptions.

The Effect of Driver's Model for Conceptual Change on Modifying the Alternative Perceptions of Mathematical Concepts for the 6th Grade Pupils at The Primary Education Stage

The Effect of Driver's Model for Conceptual Change on Modifying the Alternative Perceptions of Mathematical Concepts for the 6th Grade Pupils at The Primary Education Stage

A introdução de temas em aulas de física: utilização das concepções prévias nos modelos de mudança conceitual e perfil conceitual

Visando contribuir com as discussões relativas ao construtivismo no Ensino de Ciências, apresentamos e discutimos os resultados de uma pesquisa que objetivou analisar possíveis relações entre os modos como os professores de Física utilizam as concepções prévias dos estudantes durante a introdução de temas, e os objetivos de aprendizagem propostos por esses professores, com foco nos modelos de mudança conceitual e perfil conceitual. Por meio de entrevista, avaliamos as respostas de quatro professores, onde levantamos suas percepções em relação aos objetivos conceituais de se ensinar Física, concluindo que esses professores têm uma afinidade como o conceito de perfil conceitual.

CONCEPÇÕES EPISTEMOLÓGICAS DE LARRY LAUDAN: UMA AMPLA REVISÃO BIBLIOGRÁFICA NOS PRINCIPAIS PERIÓDICOS BRASILEIROS DO ENSINO DE CIÊNCIAS E ENSINO DE FÍSICA

O presente artigo apresenta a sistematização (identificação, enumeração e discriminação) acerca de como são operacionalizadas as concepções epistemológicas de Larry Laudan na literatura brasileira do Ensino de Ciências e Ensino de Física. Para tanto, empreende-se uma ampla revisão bibliográfica em oito importantes periódicos brasileiros, cujo recorte temporal compreende o período de 1979 a 2017. Fundamentada no aporte metodológico da Análise de Conteúdo, a sistematização concentrou-se nos objetivos dos trabalhos, no foco de operacionalização e seus resultados. As constatações evidenciam que o epistemólogo possui relevante visibilidade na literatura brasileira, porém é reduzido o número de pesquisadores (as) que operacionalizam suas concepções. A operacionalização de suas ideias serve para a construção de analogias, fazer contraponto com outros epistemólogos, construção de modelo de referência para a prática docente em nível superior e exploração de episódio histórico. No campo investigativo da aprendizagem, via modelo de mudança conceitual, as analogias construídas servem tanto para estabelecer relações entre as concepções espontâneas dos estudantes e os conceitos epistemológicos de Laudan, quanto para aperfeiçoar o próprio modelo. Destas constatações, observa-se que a visão pragmática de Laudan da Ciência como atividade de solução de problemas contribui de forma substancial para auxiliar na compreensão da natureza da ciência e do processo de ensino-aprendizagem. Portanto, considerando o pequeno número de trabalhos que exploram essa concepção, um caminho promissor pode ser conquistado ao se ampliar suas contribuições, na direção de apontar a proficuidade de suas ideias para a comunidade brasileira da educação científica.

Analisis Tingkat Kemampuan Berpikir Kritis Dengan Model Perubahan Konseptual Ditinjau Dari Gaya Belajar Siswa

This study aims to determine level of critical thinking ability when learning process kinetic theory of gas with conceptual change model outcome review from high school student learning style. This type of research is pre experiment with factorial design  (level 3). The research population is all grade XI IPA in SMA Negeri 7 Mataram with sampling technique using purposive sampling. Three samples were taken as experimental class which is class XI MIPA 1 taught with CCM visual style, XI IPA 2 taught by CCM auditory style, and XI IPA 3 taught with CCM kinesthetic style. The student learning style data on was taken using by questionnaire with 4 alternative options. The critical thinking ability’s data collected by using sheets of critical thinking skill based on student's answer to LKS. The result data was analyzed with descriptive statistical test and classified based on categorization level of critical thinking ability. Based on the analysis result, it can be concluded level of critical thinking ability when learning process kinetic theory of gas with conceptual change model outcome review from high school student learning style including into medium category with value of 70,87.