Addressing Pre-Service Teachers' Misconceptions and Promoting Conceptual Understanding through the Conceptual Change Model

Autor/inn/en	Addido, Johannes; Burrows, Andrea C.; Slater, Timothy F.
Titel	Addressing Pre-Service Teachers' Misconceptions and Promoting Conceptual Understanding through the Conceptual Change Model
Quelle	In: Problems of Education in the 21st Century, 80 (2022) 4, S.499-515 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Addido, Johannes) ORCID (Burrows, Andrea C.) ORCID (Slater, Timothy F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Preservice Teachers; Misconceptions; Scientific Concepts; Concept Formation; Concept Teaching; Educational Change; Teaching Models + Suchen Sie Ihr Suchwort? Missverständnis; Concept learning; Begriffsbildung; Bildungsreform; Lehrmodell
Abstract	Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers' conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01