Effects of Conceptual Change Texts and Laboratory Experiments on Fourth Grade Students' Understanding of Matter and Change Concepts

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Tarih

2010

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Springer

Erişim Hakkı

info:eu-repo/semantics/openAccess

Özet

The purpose of this study was to investigate whether conceptual change texts and laboratory experiments are effective in overcoming misconceptions and whether the concepts were acquired permanently when these methods were utilized. In this study, we addressed some topics from the "Matter and Change" unit in science and technology class of elementary 4th grade. Students from three classes of an elementary school participated in the study (N = 104). Students' misconceptions were determined by administering the "Matter Concept Test" before, immediately after and 13 weeks after the instructional period. The results of the study showed that both conceptual change texts and experiment method were more successful than traditional instruction in overcoming the misconceptions and acquiring permanent knowledge. However, there was not a significant difference between these two alternative approaches in terms of reducing the misconceptions.

Açıklama

Anahtar Kelimeler

Conceptual change texts, Laboratory instruction, Science achievement, Science teaching

Kaynak

Journal of Science Education and Technology

WoS Q Değeri

Q2

Scopus Q Değeri

Q1

Cilt

19

Sayı

Künye

Durmuş, J., Bayraktar, Ş., (2010). Effects of Conceptual Change Texts and Laboratory Experiments on Fourth Grade Students' Understanding of Matter and Change Concepts. Journal of Science Education and Technology, (19), 498-504. Doi: 10.1007/s10956-010-9216-9