Conceptual Change In Students Research Articles

Exhaustive Studies before Covid-19 Pandemic Attack of Students Conceptual Change in Science Education: A Literature Review

Exhaustive Studies before Covid-19 Pandemic Attack of Students Conceptual Change in Science Education: A Literature Review

MISCONCEPTION INTERVENTIONS AND PUPILS’ CONCEPTUAL CHANGE IN SELECTED CONCEPTS IN BASIC SCIENCE IN ABEOKUTA

This study determined the effect of misconceptions intervention on students’ conceptual change in the concepts of density and floatation in basic science. The moderating effects of gender and school types on students conceptual change in the selected concepts were also determined. The misconception interventions in this study are hands-on activities that allow students who engage in them to observe evidence that contradict their misconceptions in density and floatation. Students in the upper basic three were the population of the study. A two-tier multiple-choice test was used to measure the conceptual change. The result revealed that exposing upper basic three students to the misconception intervention is significantly effective in facilitating conceptual change in the selected concept in basic science.

Influence of Cognitive Ability on Students Conceptual Change in Particulate Nature of Matter in Physics

Influence of Cognitive Ability on Students Conceptual Change in Particulate Nature of Matter in Physics

Promoting Students Conceptual Change by Integrating The 3-2-1 Reading Technique with Refutation Text in The Physics Learning of Buoyanc

Promoting Students Conceptual Change by Integrating The 3-2-1 Reading Technique with Refutation Text in The Physics Learning of Buoyanc

Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction

Kinematics is an important but challenging area in physics. In previously published works of the current research project, it was revealed that there is a significant relationship between facial microexpression states (FMES) changes and conceptual conflict-induced conceptual change. Consequently, the current study integrated FMES into a kinematics multiple representation instructional scenario to investigate if FMES could be used to help construct students’ conceptual paths, and help predict students’ learning outcome. Analysis revealed that types of students’ FMES (neutral, surprised, positive, and negative) were important in helping instructors predict students’ learning outcomes. Findings showed that exhibiting negative FMES through all three major representation segments of the instructional process (i.e., scientific demonstration, textual instruction, and animated instruction) suggests a higher probability of conceptual change among students with sufficient background knowledge on the topic. For students with insufficient prior knowledge, the result was the opposite. Moreover, animated representation was found to be critical to the prediction of student conceptual change. In sum, the results showed FMES as a viable indicator for conceptual change in kinematics, and also reaffirmed the importance of prior knowledge and representations of scientific concepts.

Increasing Conceptual Understanding through CCM-CCA Based Learning Device

Learning must be focus on creating conceptual change in students. One of the alternatives is using CCM-CCA-based learning devices because CCM-CCA is a learning model that can create cognitive conflict as a condition for conceptual change. This research is directed to develop learning devices based on CCM-CCA that can improve conceptual understanding. The learning devices developed to consist of LEU (Learning Events Units) and SW (Students’ Worksheet) for Newton's Law material about motion and work-energy. The results of the validation of learning devices (LEU and SW validation) indicate that these devices are valid in content and construction so that they are suitable for the learning process. Based on the results of the implementation of the device and the test results, it was concluded that the CCM-CCA-based learning device was able to improve conceptual understanding. The increase was obtained through an N-Gain analysis with an N-Gain value for LEU of 60.44% and SW of 54.01%. The percentage of the N-Gain score is included in the increase with the medium category.

Computer simulation-assisted conceptual change text (CS-CCT): a FODEM study on fluid dynamics

Previously, the development of CCT has been conducted since the previous decade until current age. However, the latest version of CCT has several weaknesses in such aspects as: the visualization of abstract phenomena and it has seldom been assisted by computer simulation. This research aims to develop Computer Simulation-Assisted Conceptual Change Text (CS-CCT) by way of a continuation of the previous research combined with computer simulation. A Formative Development Method (FODEM) has been utilized to obtain a valid and comprehensive data collection. A FODEM consist of three components that are: (1) needs analysis, (2) implementation and (3) formative evaluation. Participants were occupied from 33 students who studied in one of Senior High School located in Bandung city. Participants were taken using random sampling techniques. Data obtained from the results of the pre-test using the four tier-test instruments and classroom learning. Then, the data codification technique was conducted to distinguish students based on 5 levels of conception. The result shows that CS-CCT is able to be designed and developed in term of facilitating students to change their conceptions. Thus, it could be concluded that the development of CS-CCT is able to facilitate students conceptual change on fluid dynamics conceptions.

The Conceptual change of human respiratory system through POE-Based Learning

Study to analyse the effect of Predict-Observe-Explain (POE)-based learning to the conceptual change of high school students on human respiratory system concept has been done. This study was a weak experimental with one group pre-test and post-test design. The data were obtained by a pencil and paper test in the form of reasonable-multiple choice with two tiered test items. The data were analysed by mean of difference test between pre-test and post-test scores. The finding of study shows that a significant change in the percentage of students scientific conception between pre-test and post-test. The result shows that the increase of student conceptual change with N-gain average is 0.52 (moderate category). In addition, the result also shows that a pattern of student conceptual changes that positive changed is 44.3%, positive survival is 20.5%, negative change is 11%, and negative survival is 24.2% respectively. Based on result shows that POE-based learning strategy can be developed in high school to support students in resolving conceptual change of scientific concept.

Basic Science Faculty Conception of Learning and Teaching

BackgroundSome of what we teach now for medical students may be obsolete by the time they practice medicine. Instead of trying to teach everything, it is important to stimulate them to learn how to most effectively and efficiently learn, to discover new and evolving knowledge that they need now and in the future. Approaches to teaching can be placed on a continuum that ranges from teacher‐centered (focus on knowledge transmission) to student‐centered (focus on conceptual change in students). The educator's conception of learning and teaching (COLT) affects teaching and, ultimately, what students learn. The aim was to research the COLT for Basic Science faculty who teach physiology and other disciplines at one medical school.MethodsThe COLT, a published survey instrument (Jacobs et al., 2012), was distributed via REDCap to 130 faculty who teach Basic Sciences (BS) at Virginia Tech Carilon School of Medicine (VTCSOM). The COLT contain 3 scales: 1) Teacher Centeredness (TC: how important the respondent perceives his/her role as a teacher); 2) Appreciation of Active Learning (AL: how the teacher values students' discussing learned material, elaborating, and interpreting information); and 3) Orientation to Professional practice (OP: future professional practice integrated in the teaching). Demographic information such as teaching experience and teaching methodologies was collected. Reliability for the survey was assessed with Cronbach's alpha test. Correlation and Chi Square were used to examine relationships between variables. Analysis of Variance was used to examine group differences.ResultsThe authors received 38% of possible survey responses (50 out 130). Overall BS, including 14 physiology faculty, scored higher on AL (4.06 ± 0.41) and OP (4.2 ± 0.45) and lower in TC (3.12 ± 0.6) regardless of gender and degree. 17 disciplines were listed and 21 teaching modalities were reported. Most faculty lecture (80%), and laboratory teaching (20%) are used by faculty who scored high on TC (F= 8.69; p=.005). Younger faculty (30–39 y.o.) score lower than older (50–59 y.o.) on TC (F=3.29; p=.027). More variety of teaching styles was observed among faculty with a lower score in TC (r = −.323, p = .022), a higher academic rank (r =.401; p=0.006), and more time teaching (r=.483; p=0.001).Conclusion/DiscussionVTCSOM Basic Science faculty Conception of Learning and Teaching aligned with the school approach as faculty appreciate active learning more than teacher centred. More teaching methods are correlated with low score on teacher centred, high rank and more time teaching. This is relevant because it reaches a larger number of students as they are exposed to more diverse opportunities to learn actively. Also, as described in the literature, medical students prefer variety of teaching styles (Lujan & DiCarlo, 2006) and active learning leads to deep learning (Michael, 2006).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Optimizing Students’ Conceptual Understanding on Electricity and Magnetism through Cognitive Conflict-Based Multimode Teaching (CC-BMT)

Conceptual change is one of the international issues that had been studied by many researchers since three decades ago. Students’ conceptual understanding could be optimized through the learning process in classroom. Nevertheless, students still have misconceptions that noticed the students conceptual change is still not successfully yet. In order to solve the problem, this study was conducted through four D research method (Define, Design, Develop and Disseminate) for 60 educational-university students that aimed to optimize students conceptual understanding using cognitive conflict-based multimode teaching (CC-BMT) in the learning process oriented conceptual change that concluded with: PDEODE∗E worksheet design, simulation and natural phenomenon-based multimedia and Conceptual Change Text (CCT). The Electricity and Magnetism Conceptual Change Inventory (EMCCI) and CC-BMT have already been developed through the initial steps (define, design and develop) of four D model to produce the learning model that is able to optimize the students’ conceptual understanding. Finally, in the disseminate phase, the quantitative data which is analyzed by using conceptual change process based on the score as the the percentage result of EMCCI four tier diagnostic test. The analyzing data which is utilized a sequential codding analysis reports for electricity and magnetism that the students misconceptions (M) -18.33% and -15%; sound understanding (SU) 25% and 11.67%; partial understanding (PU) 16.67% and 20%; no understanding (NU) 23.33% and 16.67%; uncodeable (UC) is all 0% after implementing the CC-BMT learning strategy. It can be concluded that the implementing of CC-BMT is able to optimize students’ understanding on electricity and magnetism.

Supporting student's disciplinary conceptualization process: a co-disciplinary and trans-disciplinary approach to educational development. The case of University of Milan-Bicocca

This paper presents the training programme to improve faculty members teaching skills at the University of Milano-Bicocca. The hypothesis of this work is about the role of the inter and transdisciplinary approach in developing the capacity to promote student's conceptual change on disciplinary content. Data have been collected through the recorded audio of the training activity. Data analysis is conducted by thematic analysis structured in three main categories: knowledge selection process; teacher's perception on student's knowledge acquisition; teacher's strategies aimed at making disciplinary knowledge accessible. The first results show a complex configuration of teacher's perceptions and strategies.

Facilitating Conceptual Change in Students' Comprehension of Electrochemistry Concepts through Collaborative Teaching Strategy

This paper reports on a study to determine the effectiveness of collaborative teaching on physical sciences students' comprehension of electrochemistry in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The design of the teaching strategy draws upon theoretical insights into perspectives of social constructivism and empirical studies to improve upon the teaching of the main topic, specifically galvanic cells, electrolytic cells and electrode potentials. In addition, the effect of collaboration as a teaching strategy on students’ perception of their chemistry classroom environment was also investigated. A sample of 90 grade 12 physical sciences students from four intact public schools was conveniently selected to participate in the study. Students were given electrochemistry concept test (ECT) as well as chemistry classroom environment questionnaire (CCEQ) as pre-test and post-test. One-way analysis of covariance (ANCOVA) conducted showed that students taught using collaboration had significantly better acquisition of scientific conceptions related to electrochemistry than students taught using lecture method. Pearson Product-Moment Correlation also revealed that there was a significant positive relationship between achievement and students’ perception of their chemistry classroom environment. However, ANCOVA and ANOVA results indicated that there was no significant contribution of students’ perception of their chemistry classroom environment to their comprehension of electrochemistry concepts. This study provides statistical evidence on the importance of meaningful learning combined with social process to improve students’ understanding of electrochemistry.

Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity

AbstractModeling is considered an important scientific practice, and modeling instruction has the potential to support conceptual change in students in physics. However, when students are not taught how to think about modeling, and how to develop and use models, the learning potential of modeling may be limited. This paper argues that the use and explicit teaching of metacognitive tools like interactive questioning and individual reflection increase students’ ability to use and make sense of models. We present a sequence of activities incorporating metacognitive tools with a variety of models (mental, physical, simulated, and mathematical) in a high school physics unit of electricity. Using data from classroom observations, individual student reflections, group‐created posters, and classroom discussion, we found evidence to demonstrate the complicated nature of conceptual change, the importance of using a variety of different representations (models) of a phenomenon, and the critical role of the teacher in learning. Teachers need to be aware of this process and able to give students the time they need to fully explore and develop multiple models and support to think critically about models. Although many classrooms are limited in time, this process is necessary to move beyond rote memorization toward meaningful conceptual change.

STEM based learning to facilitate middle school students’ conceptual change, creativity and collaboration in organization of living system topic

A study using one group pre-post-test experimental design on Life organization system topic was carried out to investigate student’s tendency in learning abstract concept, their creativity and collaboration in designing and producing cell models through STEM-based learning. A number of seventh grade students in Cianjur district were involved as research subjects (n=34). Data were collected using two tier test for tracing changes in student conception before and after the application of STEM-based learning, and rubrics in creativity design (adopted from Torrance) and product on cell models (individually, in group), and rubric for self-assessment and observed skills on collaboration adapted from Marzano’s for life-long learning. Later the data obtained were analyzed qualitatively by interpreting the tendency of data presented in matrix sorted by gender. Research findings showed that the percentage of student’s scientific concept mastery is moderate in general. Their creativity in making a cell model design varied in category (expressing, emergent, excellent, not yet evident). Student’s collaboration varied from excellent, fair, good, less once, to less category in designing cell model. It was found that STEM based learning can facilitate students conceptual change, creativity and collaboration.

The Use of Puppetry and Drama in the Biology Classroom

Teachers often wonder how best to teach the myriad of social and ethical issues that are encompassed in the biology curriculum. One can just think of issues such as genetic engineering, evolution (and the continuous evolution-creationism debate), research ethics (the haunting book The immortal life of Henrietta Lacks comes to mind), human population studies, health care and nutrition, sexuality and gender, drugs, environmental pollution, to name but a few. In this article we highlight the advantages of puppetry in the biology classroom, as an engaging pedagogy that could assist conceptual change in students. We explore the dual epistemological border-crossing that takes place in the classroom when puppetry is used: (a) the integration of societal and ethical issues within the biology curriculum, and (b) the infusion of art and drama within the natural sciences. We reflect on our own classroom action research on puppetry, and share our main findings. We also provide practical guidelines for using puppetry as pedagogy within a problem-based and cooperative learning setting.

Improving teacher learning: variation in conceptions of learning study

PurposeThe purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers’ learning about learning study.Design/methodology/approachA phenomenographic study based on semi-structured interviews with 18 beginner teachers of business and economics in England taking part in a learning study during their initial teacher education.FindingsThe study identified five conceptions of learning study and five associated critical aspects. Results raise questions about the relationship between the process and instructional design elements of learning study.Originality/valueThe study offers a framework for exploring differences in the quality of learning studies and the relationship between teacher conceptions of learning study and the degree of conceptual change in students in a learning study. It also enables facilitator/researchers to design and manage interventions to develop teacher understanding of learning study that are consistent with the principles of PVT.

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

AbstractUtilizing facial recognition technology, the current study has attempted to predict the likelihood of student conceptual change with decision tree models based on the facial micro‐expression states (FMES) students exhibited when they experience conceptual conflict. While conceptual change through conceptual conflicts in science education is a well‐studied field, there is little research done on conceptual change through conceptual conflict in terms of students' facial expressions. As facial expressions are one of the most direct and immediate responses one can get during instruction and that facial expressions are often representations student's emotions, a link between students' FMES and learning was explored. Facial data was collected from 90 tenth graders. Only data from the 72 students who made incorrect predictions were analyzed in this study. The concept taught was the relationship between boiling point and air pressure. Through facial recognition software analysis and decision tree models, the current study found Surprised, Sad and Disgusted to be key FMES that could be used to predict student conceptual change in a conceptual conflict‐based scenario.

Effect of Meaning Making Approach on Students' Conceptual Understanding: An Examination of Angular Momentum Conservation

The aim of this study is to analyze the effect of meaning making based instruction regarding angular momentum conservation on the change of two 11th grade students‟ alternative ideas they have before instruction. Case study model is used in the research. Conceptual test (implemented before the instruction, right after the instruction and fifteen weeks after the instruction), semi-structured interviews and video recordings of the teaching process were used for data collection procedure. It is eventually seen that these two students do not have scientific ideas about angular momentum conservation before instruction whereas they have scientific ideas after the instruction. One student made scientific explanations in delayed post-test while the other student had an alternative idea. In the after instruction interviews, the student who had scientific ideas indicated that she found the new concept understandable, reasonable, and useful, whereas the student who had alternative ideas stated that he found the new concept understandable and reasonable but not useful. According to the results, durable conceptual change does not occur in the students‟ ideas who did not find the new concept useful. Based on our results, various studies can be performed regarding permanent conceptual change in students‟ ideas.

Effect of Meaning Making Approach on Students' Conceptual Understanding: An Examination of Angular Momentum Conservation

The aim of this study is to analyze the effect of meaning making based instruction regarding angular momentum conservation on the change of two 11th grade students‟ alternative ideas they have before instruction. Case study model is used in the research. Conceptual test (implemented before the instruction, right after the instruction and fifteen weeks after the instruction), semi-structured interviews and video recordings of the teaching process were used for data collection procedure. It is eventually seen that these two students do not have scientific ideas about angular momentum conservation before instruction whereas they have scientific ideas after the instruction. One student made scientific explanations in delayed post-test while the other student had an alternative idea. In the after instruction interviews, the student who had scientific ideas indicated that she found the new concept understandable, reasonable, and useful, whereas the student who had alternative ideas stated that he found the new concept understandable and reasonable but not useful. According to the results, durable conceptual change does not occur in the students‟ ideas who did not find the new concept useful. Based on our results, various studies can be performed regarding permanent conceptual change in students‟ ideas.

Facilitating conceptual change in students’ understanding of concepts related to pressure

The aim of this research was to explore the effects of three different types of methods of learning physics (conceptual change-based, real life context-based and traditional learning) on high school physics students in the 11th grade in terms of conceptual change they achieved in learning about the various topics (pressure exerted by solids, pressure in stagnant liquids and gases, buoyancy, Bernoulli’s principle). In this study, a pre-test/post-test quasi-experimental method with nonequivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Study group 1 were given the conceptual change texts on the mentioned subjects, study group 2 were offered a teaching approach based on real life context-based learning, whereas the control group was taught in the traditional style. Data for the research were collected with the ‘pressure conceptual test’. As a result of research, the number of misconceptions had been reduced or shifted altogether in all three groups. After the instruction, it was seen that none of the students formed new misconceptions. It was found that the most positive change could be seen in the conceptual change text group followed by context-based and lastly traditional. The fact that none of the students formed new misconceptions is important, particularly since research such as the following shows that conceptual change is tenuous and inconsistent, taking time to shift in a sustained manner.