The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

Autor/inn/en	Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer
Titel	The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts
Quelle	In: Science Education International, 23 (2012) 1, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Cooperative Learning; Concept Formation; Scientific Concepts; Science Instruction; Elementary School Science; Grade 4; Elementary School Students; Instructional Effectiveness; Conventional Instruction; Comparative Analysis; Science Achievement; Scientific Attitudes; Misconceptions; Earth Science; Astronomy; Interviews; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Missverständnis; Earth sciences; Geowissenschaften; Astronomie; Interviewing; Interviewtechnik; Ausland; Türkei
Abstract	The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the same elementary school took part. This study included two groups which were taught by the same teacher and selected from six general science classes according to their equality-based characteristics such as size, gender, and the frequency distribution in the analysis of their pre-test results. One of the classes was assigned to the experimental group, which was exposed to conceptual change oriented instruction through cooperative learning; the other class was assigned to the control group, which was exposed to traditional science instruction over a period of eight weeks. In order to determine the effect of the study on dependent variables, achievement related to earth and science concepts was measured with an Earth and Sky Concepts Test and their attitude toward earth and sky concepts was measured with an Attitude Scale Toward Earth and Sky Concepts. The results showed that students who used conceptual change oriented instruction through cooperative learning had a significantly better acquisition of earth and sky concepts than the students who received traditional science instruction. Also, the results indicated that there was no significant difference between post-test mean scores of students taught with CCICL and those taught with TI with respect to their attitude toward earth and sky concepts. (Contains 3 tables.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10