scholarly journals Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5E Learning Model with Simulation Activities on Pre-Service Teachers’ Conceptual Understanding of Waves

2021 ◽  
Vol 8 (4) ◽  
pp. 215-238
Author(s):  
Erdal TAŞLIDERE
Keyword(s):  
Conceptual Change ◽  
Conceptual Understanding ◽  
Relative Effectiveness ◽  
Learning Model ◽  
Conceptual Change Texts

scholarly journals THE EFFECT OF CONCEPTUAL CHANGE TEXTS ENRICHED WITH METACONCEPTUAL PROCESSES ON PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF HEAT AND TEMPERATURE

2016 ◽  
Vol 15 (6) ◽  
pp. 693-705
Author(s):  
Nejla Yürük ◽  
Pınar Eroğlu
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Elementary Science ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Service Science ◽  
Conceptual Change Text ◽  
Post Test ◽  
Conceptual Change Texts

The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers’ conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers’ conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants’ conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts. Key words: conceptual change text, metaconceptual processes, heat and temperature, pre-service science teachers.

scholarly journals Increasing Conceptual Understanding through CCM-CCA Based Learning Device

2019 ◽  
Vol 6 (1) ◽  
pp. 81
Author(s):  
Muh. Makhrus ◽  
Muhammad Zuhdi ◽  
Wahyudi Wahyudi ◽  
Muhammad Taufik
Keyword(s):  
Conceptual Change ◽  
Conceptual Understanding ◽  
Learning Process ◽  
Cognitive Conflict ◽  
Learning Model ◽  
Test Results ◽  
Gain Score ◽  
Newton's Law ◽  
Newton’S Law

Learning must be focus on creating conceptual change in students. One of the alternatives is using CCM-CCA-based learning devices because CCM-CCA is a learning model that can create cognitive conflict as a condition for conceptual change. This research is directed to develop learning devices based on CCM-CCA that can improve conceptual understanding. The learning devices developed to consist of LEU (Learning Events Units) and SW (Students’ Worksheet) for Newton's Law material about motion and work-energy. The results of the validation of learning devices (LEU and SW validation) indicate that these devices are valid in content and construction so that they are suitable for the learning process. Based on the results of the implementation of the device and the test results, it was concluded that the CCM-CCA-based learning device was able to improve conceptual understanding. The increase was obtained through an N-Gain analysis with an N-Gain value for LEU of 60.44% and SW of 54.01%. The percentage of the N-Gain score is included in the increase with the medium category.

scholarly journals THE EFFECTIVENESS OF CONCEPTUAL CHANGE TEXTS AND CONTEXT-BASED LEARNING ON STUDENTS’ CONCEPTUAL ACHIEVEMENT

2015 ◽  
Vol 14 (6) ◽  
pp. 753-763
Author(s):  
Gulbin Ozkan ◽  
Gamze Sezgin Selcuk
Keyword(s):  
Conceptual Change ◽  
Conceptual Understanding ◽  
Real Life ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Group ◽  
Quasi Experimental ◽  
Life Context ◽  
Conceptual Change Texts ◽  
Group 2

The topic of pressure and buoyancy is one that encompasses both invisible and abstract conceptions and about which students have misconceptions. The purpose of this research was to research the effectiveness of three different methods of teaching physics (conceptual change-based, real life context-based and traditional learning on upper-secondary physics students in the 11th grade in terms of conceptual achievement about the pressure and buoyancy topics. In this research, pre-test/post-test quasi-experimental design with non-equivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Experimental 1 Group was given the conceptual change texts on the mentioned subjects, the Experimental 2 Group was offered a learning approach based on real life context-based learning, whereas the control group was given the traditional learning. Data for the research were collected with the "Pressure Conceptual Test". When the results of the research were examined, it was found that the conceptual change text group's conceptual understanding scores were significantly higher than those of the context-based learning group and the traditional learning group. The context-based learning group's conceptual understanding scores were significantly higher than those of the traditional learning group. Key words: conceptual change texts, conceptual achievement, real life context-based learning.

scholarly journals A LEARNING PROCESS BASED ON CONCEPTUAL CHANGE APPROACH TO FOSTER CONCEPTUAL CHANGE IN NEWTONIAN MECHANICS

2017 ◽  
Vol 16 (2) ◽  
pp. 228-240
Author(s):  
Syuhendri Syuhendri
Keyword(s):  
Conceptual Change ◽  
Conceptual Understanding ◽  
Physics Education ◽  
Traditional Approach ◽  
Control Group ◽  
Newtonian Mechanics ◽  
Change Model ◽  
Conceptual Change Texts ◽  
Conceptual Change Model ◽  
Conceptual Change Approach

The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students’ conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners’ Newtonian mechanics conceptual understanding. Key words: conceptual change approach, conceptual change texts, predict-observe-explain-apply, Newtonian mechanics.

scholarly journals Penerapan Project Based Learning (PjBL) Terbimbing untuk Meningkatkan Keaktifan dan Pemahaman Siswa pada Konsep Momentum, Impuls, dan Tumbukan

2020 ◽  
Vol 2 (2) ◽  
pp. 69
Author(s):  
Lisa Puspitasari ◽  
Budi Astuti ◽  
Masturi Masturi
Keyword(s):  
High School ◽  
Data Analysis ◽  
Conceptual Understanding ◽  
Research Method ◽  
Multiple Choice ◽  
Significance Test ◽  
Learning Model ◽  
Project Based Learning ◽  
Test Instrument

This study aims to analyze the increase in students' activeness and conceptual understanding after the guided Project Based Learning (PjBL) model is applied. The research method used was a pre-experimental one group pretest-postest design. The research instruments included test and non-test instruments. The test instrument in this study was a reasoned multiple choice. The non-test instrument uses student activeness observation sheets. Students' activeness and conceptual understanding were analyzed using the N-Gain test. The significance of increasing students' activeness and understanding of concepts was analyzed using the Wilcoxon mathced pairs test. The results of the data analysis showed that the students' activeness and conceptual understanding of the Momentum, Impulse, and Collision material after being applied to guided PjBL experienced a low increase with N-Gain of 0.20 and 0.22. The results of the significance test of students' activeness and conceptual understanding were obtained values of 0.041 and 0.000 (<0.050). Based on the results of the analysis, it can be concluded that the implementation of the guided Project Based Learning model was able to significantly increase the activeness and understanding of students' concepts in the material Momentum, Impulse and Collision at Nurul Islami High School.

scholarly journals The Development of a Physics Module Based on the SETS Learning Model to Improve Students' Conceptual Understanding

2021 ◽  
Vol 6 (3) ◽  
pp. 254
Author(s):  
Miftahul Jannah Fitri ◽  
Silvi Trisna ◽  
Iing Rika Yanti
Keyword(s):  
Research And Development ◽  
Conceptual Understanding ◽  
Learning Model ◽  
Physics Learning ◽  
Research Instrument ◽  
Is Research ◽  
Research Procedure ◽  
Level Of Understanding ◽  
D Model

This study aims to produce a learning device in the form of a physics module based on SETS that is valid and practical to improve students' conceptual understanding. The type used in this research is Research and Development (R&D). Subjects of this study were teacher and students of class XI MIA 1 with a total of 31 subjects. The research procedure  is the 4-D model, namely define, design, develop, and disseminate. Due to time and cost limitations, this  research is limited to the develop stage. The research instrument used was a validity questionnaire, practicality, and a description of the conceptual understanding. Furthermore, data obtained were analyzed to see the validity and practicality of the module as well as an assessment of students' conceptual understanding of dynamic fluid material. The level of understanding of students' concepts is seen from the aspects of interpretation, exemplifying, explaining, and comparing. The results showed that the physics module based on the SETS developed was categorized as very valid with an average of 82.16 and in the very practical category with a percentage of 84.29. Then for understanding the concept of students obtained a score of 94.67 in the interpretation  aspect,  86.98 in the exemplary aspect, then 81.10 and 86.61 respectively for the aspects of explaining and comparing. Learning using a physics module based on SETS is very good to be applied in order to improve students' conceptual understanding of dynamic fluid material. This was proven by the increase in students' understanding of concepts in every physics learning meeting on dynamic fluid material.

scholarly journals Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

2020 ◽  
pp. 73-84
Author(s):  
Ike Lusi Meilina ◽  
Supriyono Koes Handayanto ◽  
Muhardjito Muhardjito
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Model Development ◽  
Learning Model ◽  
Reasoning Ability ◽  
Knowledge Test ◽  
Ability Test ◽  
Reasoning Abilities ◽  
Significant Difference

Modelling instruction is systematic instructional activity for constructing and applying scientific knowledge in Physics lesson. The purpose of this research is to determine the effect of Modelling instruction with different reasoning abilities on understanding physical concepts by controlling students’ prior knowledge. This research used experimental method with 2x2 factorial design with two Modelling instruction classes and two conventional classes with a total of 176 students. The instrument used was reasoning ability test, prior knowledge test, and physics concept test. It used LCTSR (Lawson’s Classroom Test of Scientific Reasoning) instrument. Prior knowledge test instruments consisted of 25 problems to identify how deep the students understand the topic before they undergo the learning process and physics concept test consisted of 25 problems. Based on the statistical test using two factor Ancova, it proved that there was a significant difference in students’ ability to master the physics concept between using Modelling instruction learning model and using conventional learning model. The result showed that the Modelling instruction increasing conceptual understanding better than conventional learning. There are two important parts in the Modelling instruction that are model development and model deployment. This study also confirms that there are significant differences in understanding the concepts between students of high reasoning ability and low reasoning ability. Students with high reasoning abilities have a better understanding of concepts than students with low reasoning abilities.

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