Top

Journal of Science Education and Technology

Published in:

01-12-2011

A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of “Sound Propagation”

Authors: Muammer Çalik, Murat Okur, Neil Taylor

Published in: Journal of Science Education and Technology | Issue 6/2011

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

The purpose of this study was to compare different conceptual change methods within a topic on ‘sound propagation’. The study was conducted with 80 grade 5 students (aged 11–12 year old) drawn from four cohort classes in an elementary school on the north coast of Black Sea Region in Turkey. While one class was assigned as a control group, the others formed experimental groups (one with a conceptual change text, one with analogies presented as computer animations and one with a combination of conceptual change text, analogies and computer animations). A questionnaire with 10 two-tier questions was administered as a pretest a week before the teaching intervention, and the same test was re-administered immediately after the intervention as a post-test. The questionnaire was also employed as a delayed post-test 3 weeks after the teaching intervention. The experimental groups performed significantly better in the post-test that the control group (p < 0.05). Within the experimental groups, the group exposed to a combination of the conceptual change text, analogies and computer animations performed best on the post-test and the delayed post-test (p < 0.05). Overall the study indicated that the intervention that employed the entire suite of conceptual change pedagogies produced the best learning outcomes.

previous article The Use of Video Cases in a Multimedia Learning Environment for Facilitating High School Students’ Inquiry into a Problem from Varying Perspectives

next article Searching for Components of Conceptual Ecology That Mediate Development of Epistemological Beliefs in Science

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Available only for authorised users

Ametller J, Pinto R (2002) Students’ reading of innovative images of energy at secondary school level. Int J Sci Educ 24(3):285–312CrossRef

Aubusson P, Watson K, Brown G (1998) Enhancing lower secondary science. University Western Sydney, Penrith, NSW

Barman CR, Barman NS, Miller JA (1996) Two teaching methods and students’ understanding of sound. School Sci Math 96(2):63–67

Baviskar SN, Hartle RT, Whitney T (2009) Essential criteria to characterize constructivist teaching: derived from a review of the literature and applied to five constructivist-teaching method articles. Int J Sci Educ 31(4):541–550CrossRef

Beaty WJ (2001). Children’s misconceptions about science. Retrieved 13 May 2008 from http://www.amasci.com/miscon/opphys.html

Brinda T (2004) Integration of new exercise classes into the informatics education in the field of object-oriented modelling. Educ Info Technol 9(2):117–130CrossRef

Brown DE (1993) Refocusing core intuitions: a concretizing role for analogy in conceptual change. J Res Sci Teach 30:1273–1290CrossRef

Brown DE, Clement J (1989) Overcoming misconceptions by analogical reasoning: abstract transfer versus explanatory model construction. Instr Sci 18:237–261CrossRef

Burke KA, Greenbowe TJ, Windschitl MA (1998) Developing and using conceptual computer animations for chemistry instruction. J Chem Educ 75(12):1658–1661CrossRef

Çalık M (2011) How did creating a constructivist learning environment influence my graduate students’ views? Energy Educ Sci Technol Part B Soc Educ Stud 3(1):1–13

Çalık M, Ayas A (2005) A comparison of level of understanding of grade 8 students and science student teachers related to selected chemistry concepts. J Res Sci Teach 42(6):638–667CrossRef

Çalık M, Ayas A, Coll RK (2007) Enhancing pre-service primary teachers’ conceptual understanding of solution chemistry with conceptual change text. Int J Sci Math Educ 5(1):1–28CrossRef

Çalık M, Ayas A, Ebenezer JV (2009) Analogical reasoning for understanding solution rates: students’ conceptual change and chemical explanations. Res Sci Technol Educ 27(3):283–308CrossRef

Çalık M, Ayas A, Coll RK (2010a) Investigating the effectiveness of usage of different methods embedded with four-step constructivist teaching strategy. J Sci Educ Technol 19(1):32–48CrossRef

Çalık M, Kolomuç A, Karagölge Z (2010b) The effect of conceptual change pedagogy on students’ conceptions of rate of reaction. J Sci Educ Technol 19:422–433CrossRef

Çepni S (2009) Effects of computer supported instructional material (CSIM) in removing students misconceptions about concepts: “Light, light source and seeing”. Energy Educ Sci Technol Part B Soc Educ Stud 1:51–83

Chambers SK, Andre T (1997) Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. J Res Sci Teach 34(2):107–123CrossRef

Chambliss MJ (2001) Analyzing science textbook materials to determine how “persuasive” they are. Theory Prac 40(4):255–264CrossRef

Chiu MH, Lin JW (2002) Using multiple analogies for investigating fourth graders’ conceptual change in electricity. Chin J Res Sci Educ 10:109–134

Choi K, Chang H (2004) The effects of using the electric circuit model in science education to facilitate learning electricity-related concepts. Journal of the Korean Physical Society 44(6):1341–1348

Clement J (1983) A conceptual model discussed by Galileo and used intuitively by physics students. In: Gentner D, Stevens AL (eds) Mental models. Lawrence Erlbaum, Hillsdale, NJ, pp 325–340

Clement J (1987) The use of analogies and anchoring intuitions to remediate misconceptions in mechanics. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC

Coll RK, France B, Taylor I (2005) The role of models/and analogies in science education: implications from research. Int J Sci Educ 27(2):183–198CrossRef

Coombs EC (2007). Investigating student understanding of sound as a longitudinal wave. Unpublished Master Thesis, The University of Maine, Orono, ME

Dagher ZR (1995) Analysis of analogies used by science teachers. J Res Sci Teach 32(3):259–270CrossRef

Demirci N, Çirkinoğlu A (2004) Determining students’ preconceptions/misconceptions in electricity and magnetism concepts. J Turkish Sci Educ 1(2):116–138

Demircioğlu H, Demircioğlu G, Çalık M (2009) Investigating effectiveness of the storylines embedded within context based learning: a case for the periodic table. Chem Educ Res Prac 10:241–249CrossRef

Dole JA (2000) Readers, texts and conceptual change learning. Read Writ Q 16:99–118CrossRef

Duit R (1991) On the role of analogies and metaphors in learning science. Sci Educ 75(6):649–672CrossRef

Duit R (1994) Research on students’ conceptions-developments and trends. In: Pfundt H, Duit R (eds) Bibliography: students’ alternative frameworks and science education, 3rd edn. University of Kiel, Kiel, Germany, pp xxii–xlii

Eshach H, Schwartz JL (2006) Sound stuff? Naive materialism in middle-school students’conceptions of sound. Int J Sci Educ 28:733–764CrossRef

Fensham PJ (1992) Science and technology. In: Jackson PW (ed) Handbook of research on curriculum. Macmillan, New York, pp 789–829

Fensham PJ, Gunstone RF, White RT (1994) The content of science: a constructivist approach to its teaching and learning. Falmer Press, London

Frederik I, Van Der Valk T, Leite L, Thorén I (1999) Pre-service physics teachers and conceptual difficulties on temperature and heat. Eur J Teach Educ 22(1):61–74CrossRef

Glynn SM (1989) The teaching with analogies model: explaining concepts in expository texts. In: Muth KD (ed) Children’s comprehension of narrative and expository text: research into practice. International Reading Association, Newark, DE, pp 185–204

Gökdere M, Çalık M (2010) A cross-age study of Turkish students’ mental models: an “Atom” concept. Didactica Slovenica-Pedagoska Obzorja 25(2):185–199

Guzzetti BJ, Williams WO, Skeels SA, Wu SM (1997) Influence of text structure on learning counterintuitive physics concepts. J Res Sci Teach 34(7):701–719CrossRef

Hapkiewicz A (1992) Finding a list of science misconceptions. MSTA Newslett 38:11–14

Harrison AG, Coll RK (2007) Analogies for science teachers. Corwin, Thousand Oaks, CA

Harvey LC, Hodges LC (1999) The role of multiple teaching strategies in promoting active learning in organic chemistry. Chem Educ 4(3):89–93CrossRef

Havu-Nuutinen S (2007) Young children’s conceptions of temperature and thermometer. Int J Learn 14(9):93–101

Hırça N, Çalık M, Akdeniz F (2008) Investigating grade 8 students’ conceptions of ‘energy’ and related concepts. J Turkish Sci Educ 5(1):76–89

Hrepic Z (1998) Students’ conceptions in understanding of sound. Unpublished Bachelor’s Thesis, University of Split, Croatia

Hrepic Z (2002) Identifying students’ mental models of sound propagation. Unpublished Master’s thesis, Kansas State University, Manhattan

Hrepic Z (2004) Development of a real-time assessment of students’ mental models of sound propagation. Unpublished Doctoral dissertation, Kansas State University, Manhattan

Hrepic Z, Zollman D, Rebello S (2002) Identifying students models of sound propagation. In: Franklin S, Marx J, Cummings K (eds) Proceedings of 2002 physics education research conference. PERC Publishing, Boise, Idaho

Huddle PA, White MW, Rogers F (2000) Simulations for teaching chemical equilibrium. J Chem Educ 77(7):920–926CrossRef

Hynd C (2001) Persuasion and its role in meeting educational goals. Theory Prac 40(4):270–277CrossRef

Jones MG, Rua MJ, Carter G (1998) Science teachers’ conceptual growth within vygotsky’s zone of proximal development. J Res Sci Teach 35(9):967–985CrossRef

Kaya ON (2008) A student-centered approach: assessing the changes in prospective science teachers’ conceptual understanding by concept mapping in a general chemistry laboratory. Res Sci Educ 38:91–110CrossRef

Lautrey J, Mazens K (2004) Is children’s naive knowledge consistent? A comparison of the concepts of sound and heat. Learn Instr 14(4):399–423CrossRef

Mazens K, Lautrey J (2003) Conceptual change in physics: children’s naive representations of sound. Cogn Dev 18(2):159–176

McColl P (2003) A curriculum design framework for science education based on the history of science. Unpublished PhD thesis, University of Melbourne, Australia

Menchen KVP, Thompson JR (2004) Students understanding of sound propagation: research and curriculum development. In: Marx J, Heron P, Franklin S (eds) Physics education research conference proceedings. American Institute of Physics, New York, pp 81–84

Merino MJ (1998) Some difficulties in teaching the properties of sounds. Phys Educ 33(2):101–104CrossRef

Moore T, Harrison A (2004) Floating and sinking: everyday science in middle school. Retrieved 20 Jan 2008 from http://www.aare.edu.au/04pap/moo04323.pdf

Mueller A, Le Clair M, Kechaidis M, Swain W, Macdonald J (2004) Playing with pitch: exploring and investigating the science of sound. Sci Act 40(4):11–20CrossRef

Murphy PK (2001) What makes a text persuasive? Comparing students’ and experts’ conceptions of persuasiveness. Int J Educ Res 35(7–8):675–698CrossRef

Niaz M (2008) Whither constructivism?—A chemistry teachers’ perspective. Teach Teach Educ 24(2):400–416CrossRef

Oliva MJ (2003) The structural coherence of students’ conceptions in mechanics and conceptual change. Int J Sci Educ 25(5):539–561CrossRef

Özsevgeç T (2006) Determining effectiveness of student guiding material based on the 5E model in “force and motion” unit. J Turkish Sci Educ 3:121–134

Özsevgeç T (2010) Computer literacy of Turkish preservice teachers in different teacher training programs. Asia-Pacific Education Review. Published Online First at http://www.springerlink.com/content/g1451036k42h520v/fulltext.pdf

Palmer DH (2003) Investigating the relationship between refutational text and conceptual change. Sci Educ 87:663–684CrossRef

Periago C, Pejuan A, Jaén X, Bohigas X (2009) Misconceptions about the propagation of sound waves. Paper presented at European association for education in electrical and information engineering annual conference, Universitat Politècnica de València, València

Robson C (1998) Real word research. Blackwell Publishers Ltd., Oxford, UK

Rowlands S, Graham T, Berry J, McWilliams P (2007) Conceptual change through the lens of Newtonian mechanics. Sci Educ 16:21–42CrossRef

Russell JW, Kozma RB, Jones T, Wykoff J, Marx N, Davis J (1997) Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts. J Chem Educ 74:330–334CrossRef

Sağlam M (2006) An investigation of guide material development and its affectiveness according to 5E model for the sound and light unit. Unpublished Doctoral Dissertation, Karadeniz Technical University, Trabzon

Şahin Ç, Çalık M, Çepni S (2009) Using different conceptual change methods embedded within 5E model: a sample teaching of liquid pressure. Energy Educ Sci Technol Part B Soc Educ Stud 1(3):115–125

Salgut B (2007) The effects of computer assisted instruction along with internet for 5th grade primary school students acquisition in science and tecnology lessons light and voice unit. Unpublished Master Thesis, Çukurova University, Adana

Sanger MJ, Greenbowe TJ (1997) Student misconceptions in electrochemistry: current flow in electrolyte solutions and the salt bridge. J Chem Educ 74(7):819–823CrossRef

Scott PH, Asoko HM, Driver RH (1992) Teaching for conceptual change: a review of strategies. In: Duit R, Goldberg F, Niedderer H (eds) Research in physics learning: theoretical issues and empirical studies. Proceedings of an International Workshop. IPN, Kiel, Germany, pp 310–329

Taber KS (2001) The mismatch between assumed prior knowledge and the learner’s conceptions: a typology of learning impediments. Educ Stud 27(2):159–171CrossRef

Tasker R, Dalton R (2006) Research into practice: visualisation of the molecular world using animations. Chem Educ Res Prac 7(2):141–159CrossRef

Taylor N, Coll R (1997) The use of analogy in the teaching of solubility to pre-service primary teachers. Aust Sci Teach J 43(4):58–64

Teichert MA, Stacy AM (2002) Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas. J Res Sci Teach 39(6):464–496CrossRef

Treagust DF, Harrison AG, Venville GJ (1998) Teaching science effectively with analogies: an approach for pre-service and in-service teacher education. J Sci Teacher Educ 9(2):85–101CrossRef

Tsai CC (1999) Overcoming junior high school students’ misconceptions about microscopic views of phase change: a study of an analogy activity. J Sci Educ Technol 8:83–91CrossRef

Widodo A, Duit R, Müller C (2002) Constructivist views of teaching and learning in practice: teachers’ views and classroom behaviour. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), New Orleans

Wittmann MC, Steinberg RN, Redish EF (2003) Understanding and addressing student reasoning about sound. Int J Sci Educ 25(8):991–1013CrossRef

Yurd M, Olgun ÖS (2008) Effect of problem based learning and know-want-learn strategy to remove misconceptions. Hacettepe Univ J Educ 35:386–396

Zeitoun HH (1984) Teaching scientific analogies: a proposed model. Res Sci Technol Educ 2(2):107–127CrossRef

Title: A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of “Sound Propagation”
Authors: Muammer Çalik
Murat Okur
Neil Taylor
Publication date: 01-12-2011
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 6/2011
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-010-9266-z

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 6/2011

Examination of Changes in Prospective Elementary Teachers’ Epistemological Beliefs in Science and Exploration of Factors Meditating That Change

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

The Use of Video Cases in a Multimedia Learning Environment for Facilitating High School Students’ Inquiry into a Problem from Varying Perspectives

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

Exploring Elementary Pre-service Teachers’ Beliefs About Science Teaching and Learning as Revealed in Their Metaphor Writing

A Model for Programmatic Evaluation by Student Assessment

Premium Partners