Abstract
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students’ understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students’ difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students’ misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution.
Similar content being viewed by others
References
M.R. Abraham V.M. Williamson S.L. Westbrook (1994) ArticleTitleA cross-age study of the understanding of five chemistry concepts Journal of Research in Science Teaching 31 IssueID2 147–165
O.R. Anderson S. Botticelli (1990) ArticleTitleQuantitative analysis content organization in some biology texts varying in textual composition Science Education 74 167–182
C.W. Anderson E.L. Smith (1987) Educator’s Handbook: A Research Perspective Longman New York
C.W. Anderson T.H. Sheldon J. Dubay (1990) ArticleTitleThe effect of instruction on college nonmajor’s conceptions of respiration and photosynthesis Journal of Research in Science Teaching 27 IssueID8 761–776
D.P. Ausubel (1968) Educational Psychology: A Cognitive View Rinehart and Winston New York: Hort
A.J. Blake F.H. Norland (1978) ArticleTitleScience instruction and cognitive growth in college students Journal of Research in Science Teaching 15 IssueID5 413–419
L.L. Cantu D.J. Herron (1978) ArticleTitleConcrete and formal Piagetian stages and science concept attainment Journal of Research in Science Teaching 15 IssueID2 135–143
S. Carey (1985) Conceptual Change in Childhood MIT Press Cambridge, MA
S. Carey (1986) ArticleTitleCognitive science and science education American Psychologist October 1123–1130
M. Camacho R. Good (1989) ArticleTitleProblem solving and chemical equilibrium: Successful vs. unsuccessful performance Journal of Research in Science Teaching 26 IssueID3 251–272
S.K. Chambers T. Andre (1997) ArticleTitleGender, prior knowledge, interest and experience in electricity and conceptual change text manipulations in learning about direct current Journal of Research in Science Teaching 34 IssueID2 107–123 Occurrence Handle10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
A.B. Champagne L.E. Klopfer J.H. Anderson (1980) ArticleTitleFactors influencing the learning of classical mechanics American Journal of Physics 48 1074–1081 Occurrence Handle10.1119/1.12290
A.B. Champagne R.F. Gunstone L.E. Klopfer (1985) Cognitive Structure and Conceptual Change Academic Press New York
S. Chandran D.F. Treagust K. Tobin (1987) ArticleTitleThe role of cognitive factors in chemistry achievement Journal of Research in Science Teaching 24 IssueID2 145–160
M.T.H. Chi (1992) Conceptual change within and across ontological categories: Examples from learning and discovery in science R. Giere (Eds) Cognitive Models of Science: Minnesota Studies in the Philosophy of Science University of Minnesota Press Minneapolis, MN 129–160
M.T.H. Chi J.D. Slotta N. deLeeuw (1994) ArticleTitleFrom things to processes: A theory of conceptual change for learning science concepts Learning and Instruction 4 27–43 Occurrence Handle10.1016/0959-4752(94)90017-5
J. Clement D.E. Brown A. Zietsman (1989) ArticleTitleNot all preconceptions are misconceptions: Finding “anchoring conceptions” for grounding instruction on students’ intuitions International Journal of Science Education 11 554–565
D.K. Dorough J.A. Rye (1997) ArticleTitleMapping for understanding: Using concept maps as windows to students’ minds The Science Teacher January 31–47
D. Dykstra (1992) Studying conceptual change R. Duit F. Goldberg H. Niedderer (Eds) Research in Physics Learning: Theoretical Issues and Emprical Studies Institute for Science Education at the University of Kiel Kiel, Germany 40–58
R.A. Duschl D.H. Gitomer (1991) ArticleTitleEpistemological perspectives on conceptual change: Implications for educational practice Journal of Research in Science Teaching, 28 IssueID9 839–858
J.V. Ebenezer (1992) ArticleTitleMaking chemistry learning more meaningful Journal of Chemical Education 69 IssueID6 464–467
J.V. Ebenezer G.L. Erickson (1996) ArticleTitleChemistry students’ conceptions of solubility: A phenomenograhy Science Education 80 IssueID2 181–201 Occurrence Handle10.1002/(SICI)1098-237X(199604)80:2<181::AID-SCE4>3.0.CO;2-C
J.V. Ebenezer P.J. Gaskell (1995) ArticleTitleRelational conceptual change in solution chemistry Science Education 79 IssueID1 1–17
K.M. Fisher (1985) ArticleTitleA misconception in biology: amino acids and translation Journal of Research in Science Teaching 22 IssueID1 53–62
N.H. Fredette J. Lochhead (1980) ArticleTitleStudent conceptions of simple circuits Physics Teacher 18 194–198
P.J. Garnet (1992) ArticleTitleConceptual difficulties experienced by senior high school students of electrochemistry. Electric circuits and oxidation reduction equations Journal of Research in Science Teaching 29 IssueID2 121–142
E.D. Gennaro (1981) ArticleTitleAssessing junior high school students’ understanding of solubility and density School Science and Mathematics May–June IssueID711 399–404
E. Gussarsky M. Gorodetsky (1988) ArticleTitleOn the chemical equilibrium concept: Constrained word associations and conception Journal of Research in Science Teaching 25 IssueID5 319–333
H.A. Haidar R.M. Abraham (1991) ArticleTitleA comparison of applied and theoretical knowledge of concept based on the particulate nature of matter Journal of Research in Science Teaching 28 IssueID10 919–938
J.J. Hesse W.C. Anderson (1992) ArticleTitleStudents’ conceptions of chemical change Journal of Research in Science Teaching 29 IssueID3 277–299
M.G. Hewson P.W. Hewson (1983) ArticleTitleEffect of instruction using students’ prior knowledge and conceptual change strategies on science learning Journal of Research in Science Teaching 20 731–743
P.W. Hewson M.G. Hewson (1992) The status of students’ conceptions R. Duit F. Goldberg H. Niedderer (Eds) Research in Physics Learning: Theoretical Issues and Emprical Studies Institute for Science Education at the University of Kiel Kiel, Germany 59–73
C. Hines (1990) ArticleTitleStudents’ understanding of chemical equations in secondary school in Botswana School Science Review 72 IssueID258 138–140
P.B. Horton A.A. McConnly M. Gallo A.I. Woods G.J. Senn D. Hamelin (1993) ArticleTitleAn investigation of the effectiveness of concept mapping as an instructional tool Science Education 77 IssueID1 95–111
C.R. Hynd J.Y. McWhorter V.L. Phares C.W. Suttles (1994) ArticleTitleThe role of instructional variables in conceptual change in high school physics topics Journal of Research in Science Teaching 31 IssueID9 933–946
R.B. Ingle M. Shayer (1971) ArticleTitleConceptual demands in nuffield-0 level chemistry Education in Chemistry 8 182–183
M.G. Jones G. Carter G. Rua (2000) ArticleTitleExploring the development of conceptual ecologies: Communities of concepts related to convection and heat Journal of Research in Science Teaching 37 IssueID2 139–159 Occurrence Handle10.1002/(SICI)1098-2736(200002)37:2<139::AID-TEA4>3.0.CO;2-1
Y.V. Karpov J.D. Bransford (1995) ArticleTitleL. S. Vygotsky and the doctrine of empirical and theoretical learning Educational Psychologist 30 IssueID2 61–66
O. Lee C.D. Eichinger W.C. Anderson D.G. Berkhemier T.D. Blakeslee (1993) ArticleTitleChanging middle school students’ conceptions of matter and molecules Journal of Research in Science Teaching 30 IssueID3 249–270
J.A. Minstrell (1989) Teaching science for understanding L. Resnick L. Klopfer (Eds) Toward the Thinking Curriculum: Current Cognitive Research Association for supervision and curriculum development Alexandria, VA 129–149
D.R. Mulford W.R. Robinson (2002) ArticleTitleAn alternative conceptions among first-semester general chemistry students Journal of Chemical Education 79 IssueID6 739–744 Occurrence Handle1:CAS:528:DC%2BD38XjvVyht7c%3D
M.B. Nakleh (1992) ArticleTitleWhy some students don’t learn chemistry Journal of Chemical Education 69 191–196
G. Nicoll (2001) ArticleTitleA report of undergraduates’ bonding misconceptions International Journal of Science Education 23 IssueID7 707–730
J.D. Novak (1991) ArticleTitleClarifying with concept maps: A tool for students and teachers alike The Science Teacher October 45–49
Novak, J.D. (2002) Meaningful learning: The essential factor for conceptual change in limited or inappropriate prepositional hierarchies leading to empowerment of learners. Learning 548–571
P.A. Okebukola (1990) ArticleTitleAttaining meaningful learning of concepts in genetics and biology: An examination of the potency of the concept mapping technique Journal of Research in Science Teaching 27 IssueID5 493–504
R.J. Osborne (1983) ArticleTitleTowards modifying children’s ideas about electric current Research in Science and Technological Education 1 73–82
J.Q. Pardo J.J. Solaz-Patolez (1995) ArticleTitleStudents’ and teachers’ misapplication of Le Chatelier’s principle: Implications for teaching of chemical equilibrium Journal of Research in Science Teaching 32 IssueID9 939–957
J. Piaget (1950) Psychology of Intelligence Harcout, Brace New York
G.J. Posner K.A. Strike P.W. Hewson W.A. Gertzog (1982) ArticleTitleAccommodation of a scientific conception: Toward a theory of conceptual change Science Education 66 IssueID2 211–227
T. Prieto A. Blanco A. Rodriguez (1989) ArticleTitleThe ideas of 11 to 14-year-old students about the nature of solutions International Journal of Science Education 11 IssueID4 451–463
A. Regis P.G. Albertazzi (1996) ArticleTitleConcept maps in chemistry education Journal of Chemical Education 73 IssueID11 1084–1088 Occurrence Handle1:CAS:528:DyaK28XmtlCis70%3D
L. Renstrom B. Anderson F. Morton (1990) ArticleTitleStudents’ conceptions of matter Journal of Educational Psychology 82 IssueID3 555–569 Occurrence Handle10.1037//0022-0663.82.3.555
M.A. Ruiz-Primo M.L. Schultz R.J. Shavelson (2001) ArticleTitleComparison of the reliability and validity of scores from two concept-mapping techniques Journal of Research in Science Teaching 38 IssueID2 260–278 Occurrence Handle10.1002/1098-2736(200102)38:2<260::AID-TEA1005>3.0.CO;2-F
S. Sayre D.W. Ball (1975) ArticleTitlePiagetian cognitive development and achievement in science Journal of Research in Science Teaching 12 IssueID2 165–174
M. Shayer P. Adey (1981) Towards a Science of Teaching Heinneman London
L.E. Smith T.D. Blakessie C.W. Anderson (1993ab) ArticleTitleTeaching strategies associated with conceptual change in science Journal of Research in Science Teaching 30 IssueID2 111–126
J.P. Smith A.A. diSessa J. Roschelle (1993ab) ArticleTitleMisconceptions reconceived: A constructivist analysis of knowledge in transition Journal of the Learning Science 3 115–163 Occurrence Handle10.1207/s15327809jls0302_1
C.J. Songer J.J. Mintzes (1994) ArticleTitleUnderstanding cellular respiration: An analysis of conceptual change in college biology Journal of Research in Science Teaching 31 IssueID6 621–637
J.R. Staver T. Jacks (1988) ArticleTitleThe influence of cognitive reasoning level, cognitive restructuring ability, disembedding ability, working memory capacity, and prior knowledge on students’ performance on balancing equations by inspection Journal of Research in Science Teaching 31 621–637
J.R. Staver A.T. Lumpe (1995) ArticleTitleTwo investigations of students understanding of the mole concept and its use in problem solving Journal of Research in Science Teaching 32 IssueID2 177–193
H. Stavridou C. Solomonidou (1989) ArticleTitlePhysical phenomena-chemical phenomena: Do pupils make distinction? International Journal of Science Education 11 IssueID1 83–92
R. Stavy (1990) ArticleTitleChildren’s conception of changes in the state of matter: From liquid (or solid) to gas Journal of Research in Science Teaching 27 IssueID3 247–266
R.T. Stofflet (1994) ArticleTitleThe accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education Journal of Research in Science Teaching 31 787–810
K.D. Tan D.F. Treagust (1999) ArticleTitleEvaluating students’ understanding of chemical bonding School Science Review 81 IssueID294 75–83
P. Thagard (1991) Concepts and conceptual change J.H. Fetzer (Eds) Epistemology and Cognition Kluwer Dordrecht 101–120
K.G. Tobin W. Capie (1981) ArticleTitleThe development and validation of a group test of logical thinking Educational and Psychological Measurement 41 413–423
D.F. Treagust R.F. Peterson P. Garnet (1989) ArticleTitleDevelopment and application of a diagnostic instrument to evaluate grade 11 and 12 students’ concept of covalent bonding structure following a course of instruction Journal of Research in Science Teaching 26 IssueID4 301–314
C. Tsai (2000) ArticleTitleEnhancing science instruction: The use of “conflict maps” International Journal of Science Education 22 285–302 Occurrence Handle10.1080/095006900289886
L.M. Tyson G.J. Venville A.G. Harrison D.F. Treagust (1997) ArticleTitleA multidimensional framework for interpreting conceptual change events in the classroom Science Education 81 387–404 Occurrence Handle10.1002/(SICI)1098-237X(199707)81:4<387::AID-SCE2>3.0.CO;2-8
S. Vosniadou (1994) ArticleTitleCapturing and modelling the process of conceptual change (special issue) Learning and Instruction 4 45–69 Occurrence Handle10.1016/0959-4752(94)90018-3
J.H. Wandersee J.J. Mintzes J.D. Novak (1994) Handbook of Research on Science Teaching and Learning Macmillan New York
C.G. Weaver (1998) ArticleTitleStrategies K-12 science instruction to promote conceptual change Science Education 82 455–472 Occurrence Handle10.1002/(SICI)1098-237X(199807)82:4<455::AID-SCE3>3.0.CO;2-A
W.L. Yarroch (1985) ArticleTitleStudents’ understanding of chemical equation balancing Journal of Research in Science Teaching 22 IssueID5 449–459
D.Y. Yip (1998) ArticleTitleTeachers’ misconceptions of the circulatory system Journal of Biological Education 32 IssueID3 207–216
Zirbel E.L. (n.d.). Teaching for conceptual change. Retrieved September 14, 2004, from http://cosmos.phy.tufts.edu/zirbel/ScienceEd/Teaching-for-Conceptual-Change. pdf
U. Zoller (1990) ArticleTitleStudents’ misunderstanding and misconceptions in college freshman chemistry (general and organic) Journal of Research in Science Teaching 27 IssueID10 1053–1065
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Uzuntiryaki, E., Geban, Ö. Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instr Sci 33, 311–339 (2005). https://doi.org/10.1007/s11251-005-2812-z
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/s11251-005-2812-z