Facilitating Conceptual Change in Students' Understanding of Boiling Concept

Autor/inn/en	Costu, Bayram; Ayas, Alipasa; Niaz, Mansoor; Unal, Suat; Calik, Muammer
Titel	Facilitating Conceptual Change in Students' Understanding of Boiling Concept
Quelle	In: Journal of Science Education and Technology, 16 (2007) 6, S.524-536 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-007-9079-x
Schlagwörter	Schools of Education; Long Term Memory; Concept Formation; Statistical Analysis; Scores; Teaching Methods; Pretests Posttests; College Freshmen; Scientific Concepts; Science Instruction; Qualitative Research; Heat + Suchen Sie Ihr Suchwort? Erziehungswissenschaftliche Fakultät; Langzeitgedächtnis; Concept learning; Begriffsbildung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Hitze
Abstract	The objective of this study was to construct a teaching strategy for facilitating students' conceptual understanding of the boiling concept. The study is based on 52 freshman students in the primary science education department. Students' ideas were elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students' alternative conceptions. Conceptual change in students' understanding of boiling was evaluated by administering a pre-, post- and delayed post-test. The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student test scores pointed to statistically significant differences in the tests and total scores (p less than 0.05). Quantitative analysis of students' responses on each test revealed different schema about changing their knowledge system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students' conceptual understanding. No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching strategy enabled students to retain their new conceptions in the long-term memory. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10