Effect of Instruction Based on Conceptual Change Activities on Students' Understanding of Static Electricity Concepts

Autor/inn/en	Baser, Mustafa; Geban, Omer
Titel	Effect of Instruction Based on Conceptual Change Activities on Students' Understanding of Static Electricity Concepts
Quelle	In: Research in Science & Technological Education, 25 (2007) 2, S.243-267 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Student Attitudes; Misconceptions; Learning Activities; Experimental Groups; Science Process Skills; Conventional Instruction; Control Groups; Physics; Scientific Concepts; Instructional Effectiveness; Grade 10; Science Tests; Interviews; Concept Formation + Suchen Sie Ihr Suchwort? Schülerverhalten; Missverständnis; Lernaktivität; Physik; Unterrichtserfolg; Interviewing; Interviewtechnik; Concept learning; Begriffsbildung
Abstract	This study was conducted to investigate the effectiveness of learning activities based on conceptual change conditions and traditionally designed physics instruction on tenth-grade students' understanding of static electricity concepts and their attitudes toward physics as a school subject. Misconceptions related to static electricity concepts were determined by related literature on this subject and interview with teachers who have been teaching static electricity for more than 5 years. Accordingly, the Static Electricity Concepts Test was developed. The data were obtained through 30 students in the experimental group taught with learning activities based on conceptual change conditions, and 30 students in control group followed traditional classroom instruction. Learning activities include analogies related to static electricity. Analyses of covariance showed that learning activities based on conceptual change conditions caused significantly better acquisition of conceptual change of static electricity concepts than the traditional instruction. Furthermore, students' science process skills were a significant predictor for their understanding of static electricity concepts. On the other hand, treatment difference did not indicate a significant effect on students' attitudes toward physics as a school subject. (Contains 2 figures, 1 table and 1 endnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10