A Comparison of Different Conceptual Change Pedagogies Employed within the Topic of "Sound Propagation"

Autor/inn/en	Calik, Muammer; Okur, Murat; Taylor, Neil
Titel	A Comparison of Different Conceptual Change Pedagogies Employed within the Topic of "Sound Propagation"
Quelle	In: Journal of Science Education and Technology, 20 (2011) 6, S.729-742 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-010-9266-z
Schlagwörter	Foreign Countries; Experimental Groups; Control Groups; Intervention; Concept Formation; Grade 5; Acoustics; Printed Materials; Elementary School Science; Science Instruction; Scientific Concepts; Educational Technology; Instructional Effectiveness; Multimedia Instruction; Animation; Questionnaires; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Ausland; Concept learning; Begriffsbildung; School year 05; 5. Schuljahr; Schuljahr 05; Akustik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Unterrichtserfolg; Multimediales Lernen; Fragebogen; Türkei
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 less than 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 less than 0.05). Overall the study indicated that the intervention that employed the entire suite of conceptual change pedagogies produced the best learning outcomes. (Contains 5 tables and 5 figures.) (As Provided).
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