Research Article
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Year 2021, Volume: 8 Issue: 4, 215 - 238, 01.12.2021
https://doi.org/10.17275/per.21.87.8.4

Abstract

References

  • Ates, S. (2005). The effectiveness of the learning-cycle method on teaching DC circuits to prospective female and male science teachers. Research in Science and Technological Education, 23(2), 213-227. doi:10.1080/02635140500266518
  • Barman, C. R., Barman, N. S., & Miller, J. A. (1996). Two teaching methods and students’ understanding of sound. School Science and Mathematics, 96(2), 63-67.
  • Başer, M. (2006). Effects of conceptual change and traditional confirmatory simulations on pre-service teachers’ understanding of direct current circuits. Journal of Science Education and Technology, 15(5), 367-381. doi:10.1007/s10956-006-9025-3
  • Bayrak, C. (2008). Effects of Computer Simulations Programs on University Students' Achievements in Physics. Turkish Online Journal of Distance Education, 9(4), 53-62.
  • Bayram, Y. (2019). The effect of simulations supported 5e learning cycle model on seventh grade students' understanding and interest on electric concepts. (Unpublished master's thesis). Bartın Üniversity, Bartın.
  • Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills a commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills. Retrieved from https://www7.nationalacademies.org/bose/1Bybee_21st%20Century_Paper.pdf.
  • Caleon, I., & Subramaniam, R. (2010). Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40, 313-337, doi:10.1007/s11165-0009-9122-4
  • Campbell, M. A. (2000). The effects of the 5E learning cycle model on students’ understanding of force and motion concept (Unpublished master’s thesis). Millersville University, Pennsylvania.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS], Ankara.
  • Chambers, S.K., & Andre, T. (1997) Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34, 107–123.
  • Chin, C., & Teou, L. Y. (2009). Using concept cartoons in formative assessment: Scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332.
  • Chu, H.-E, Treagust, D. F., & Chandrasegaran, A. L. (2009). A stratified study of students’understanding of basic optics concepts in different contexts using two-tier multiplechoice items. Research in Science & Technological Education, 27(3), 253-265.
  • Çepni, S., & Şahin, Ç. (2012). Effect of different teaching methods and techniques embedded in the 5E instructional model on students' learning about buoyancy force. International Journal of Physics & Chemistry Education, 4(2), 97-127.
  • Çil, E. (2014). Teaching nature of science through conceptual change approach: conceptual change texts and concept cartoons. Journal of Baltic Science Education, 13(3), 339-350.
  • Çil, E., & Çepni, S. (2016). The effectiveness of conceptual change texts and concept clipboards in learning the nature of science. Research in Science & Technological Education, 34(1), 43-68.
  • Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International journal of science education, 25(6), 671-688.
  • Duran, E., Duran, L., Haney, J., & Scheuermann, A. (2011). A learning cycle for all students. The Science Teacher, 78(3), 56-60.
  • Green, S., & Salkind, N. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th edition), New Jersey.
  • Hynd, C. (2001). Persuasion and its role in meeting educational goals. Theory into Practice, 40(4), 270-277.
  • Hynd, C., & Alvermann, D. E (1986). The role of refutational text in overcoming difficulty with science concepts. Journal of Reading, 29, 440-446.
  • Jaakkola, T., & Nurmi, S. (2008). Fostering elementary school students’ understanding of simple electricity by combining simulation and laboratory activities. Journal of Computer Assisted Learning, 24, 271-283. doi:10.1111/j.1365-2729.2007.00259.x
  • Jimoyiannis, A., & Komis, V. (2001). Computer Simulations in Physics Teaching and Learning: a case study on students‟ understanding of trajectory motion. Computers and Education, 36(2), 183–204.
  • Kabapinar, F. (2009). What makes concept cartoons more effective? Using research to inform practice. Education and Science, 34(154), 104.
  • Kalina, C., & Powell, K. C. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
  • Kennedy, E. M., & de Bruyn, J. R. (2011). Understanding of mechanical waves among second-year physics majors. Canadian Journal of Physics, 89(11), 1155-1161.
  • Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446.
  • Keogh, B., Naylor, S., & Wilson, C. (1998). Concept Cartoons: A New Perspective on Physics Education. Physics education, 33(4), 219-24.
  • Kim, S. I., & Van Dusen, L. M. (1998). The role of prior knowledge and elaboration in text comprehension and. The American Journal of Psychology, 111(3), 353-378.
  • Maurines, L. (1992). Spontaneous reasoning on the propagation of visible mechanical signals. International Journal of Science Education, 14(3), 279–293.
  • McKagan, S. B., Handley, W., Perkins, K. K., & Wieman, C. E. (2009). A Research-based curriculum for teaching the photoelectric effect. American Journal of Physics, 77(1), 87-95. doi: 10.1119/1.2978181
  • Menchen, K. V., & Thompson, J. R. (2004, September). Pre‐service teacher understanding of propagation and resonance in sound phenomena. In AIP Conference Proceedings (Vol. 720, No. 1, pp. 65-68). American Institute of Physics.
  • PheT Simulation (2006). Photoelectric Effect (1.10) [Physics Education Technology Project]. Retrieved from https://phet.colorado.edu/en/simulations/filter?subjects=sound-and-waves&sort=alpha&view=grid
  • Posner, G., J., Srike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227. doi:/10.1002/sce.3730660207
  • Ronen, M., & Eliahu, M. (2000). Simulation – a bridge between theory and reality: the case of electric circuits. Journal of Computer Assisted Learning, 16(1), 14-26. doi:10.1046/j.1365-2729.2000.00112x
  • Roth, K. J. (1985, April). Conceptual Change Learning and student processing of science texts. Paper presented at the annual meeting of American Research Association, Chicago, Illinois..
  • Sarı, U., Hassan, A. H., Güven, K., & Şen, Ö. F. (2017). Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 25(3).
  • Sendur, G., & Toprak, M. (2013). The role of conceptual change texts to improve students' understanding of alkenes. Chemistry Education Research and Practice, 14(4), 431-449.
  • Şengören, S. K., Tanel, R., & Kavcar, N. (2009). Students’ difficulties about the wave pulses propagation on a rope. Journal of Turkish Science Education, 6(1), 50-59.
  • Shunk, D. H. (2009). Eğitimsel Bir Bakışla Öğrenme Teorileri [Learning Theories from an Educational Perspective], Ankara. Stephenson, P., & Warwick, P. (2002). Using concept cartoons to support progression in students' understanding of light. Physics education, 37(2), 135-141.
  • Taşlidere, E. (2013). The Effect of Concept Cartoon Worksheets on Students' Conceptual Understandings of Geometrical Optics. Education & Science, 38(167), 144-161.
  • Taşlıdere, E. (2015). A study investigating the effect of treatment developed by integrating the 5E and simulation on pre-service science teachers’ achievement in photoelectric effect. Eurasia Journal of Mathematics, Science and Technology Education, 11(4), 777-792.
  • Taşlıdere, E. (2016). High School Students’ Misconceptions About Mechanical Waves: Are Students Aware of What They Know and Don’t Know. Ondokuz Mayis University Journal of Faculty of Education, 35(1), 63-86.
  • Tavşancıl, E., & Aslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for verbal, written and other materials], İstanbul.
  • Tongchai, A. Sharma, M. Johnston, I. Arayathanitkul, K., & Soankwan., C. (2009). Developing, evaluating and demonstrating the use of a conceptual survey in mechanical waves. International Journal of Science Education. 31(18), 2437-2457. doi:10.1080/09500690802389605
  • Treagust, D. F., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3, 297-328. doi:/10.1007/s11422-008-9090-4
  • Wang, T.& Andre, T. (1991) Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary Educational Psychology, 16, 103–116.
  • Wilder, M., & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(4).
  • Wittmann, M. C. (2002). The object coordination class applied to wavepulses: analysing student reasoning in wave physics. International Journal of Science Education, 24(1), 97-118. doi:10.1080/09500690110066944
  • Yıldırım, A. & Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (4. Baskı) [Qualitative research methods in the social sciences (4th edition)], Ankara.
  • Yıldırım, B. (2017). The effect of conceptual change text enriched with concept cartoons on primary school candidates’ conceptual understanding and attitudes towards simple electric circuits. (Unpublished master’s thesis). Mehmet Akif Ersoy University, Burdur.
  • Zacharias, Z. C. (2005). The impact of interactive computer simulations on the nature and quality of post graduate science teachers’ explanations in physics. International Journal of Science Education, 27(14), 1741-1767. doi:10.1080/09500690500239664

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

Year 2021, Volume: 8 Issue: 4, 215 - 238, 01.12.2021
https://doi.org/10.17275/per.21.87.8.4

Abstract

The purpose of this study was to investigate both the individual and relative effectiveness of two conceptual change interventions, gender and their interactions on preservice science teachers’ conceptual understanding and their misconceptions in mechanical waves. The interventions are conceptual change texts enriched with concept cartoons (CCTCC) and 5E learning model enriched with simulation activities (5ESA) respectively. Participants are 66 sophomores from two intact classes. A quasi-experimental design was used as a research methodology. One group studied the concept of mechanical waves with the CCTCC and the other studied it with the 5ESA. Students’ conceptual understanding levels and misconceptions were measured by a Four-Tier Mechanical Waves Misconception Test as pre and post-test. Preliminary analysis indicated that there was no significant difference among the intervention groups’ pre-conceptual understanding levels. Individual effects of the treatments from pre to post-tests were investigated by paired-sample t-tests and the main effects of the treatments, gender and their interactions on post-conceptual understanding levels were examined via two-way ANOVA. The results of t-tests showed that both treatments significantly affected learners’ conceptual understanding levels individually. ANOVA results yielded a significant treatment effect on behalf of the CCTCC, but the effects of the gender and gender*treatment interaction on students’ post-conceptual understanding levels were insignificant. Findings showed that the conceptual change approach accompanied by conceptual change text enriched with concept cartoons is likely to be more effective for increasing students’ conceptual understanding level and decreasing their misconceptions in mechanical waves.

References

  • Ates, S. (2005). The effectiveness of the learning-cycle method on teaching DC circuits to prospective female and male science teachers. Research in Science and Technological Education, 23(2), 213-227. doi:10.1080/02635140500266518
  • Barman, C. R., Barman, N. S., & Miller, J. A. (1996). Two teaching methods and students’ understanding of sound. School Science and Mathematics, 96(2), 63-67.
  • Başer, M. (2006). Effects of conceptual change and traditional confirmatory simulations on pre-service teachers’ understanding of direct current circuits. Journal of Science Education and Technology, 15(5), 367-381. doi:10.1007/s10956-006-9025-3
  • Bayrak, C. (2008). Effects of Computer Simulations Programs on University Students' Achievements in Physics. Turkish Online Journal of Distance Education, 9(4), 53-62.
  • Bayram, Y. (2019). The effect of simulations supported 5e learning cycle model on seventh grade students' understanding and interest on electric concepts. (Unpublished master's thesis). Bartın Üniversity, Bartın.
  • Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills a commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills. Retrieved from https://www7.nationalacademies.org/bose/1Bybee_21st%20Century_Paper.pdf.
  • Caleon, I., & Subramaniam, R. (2010). Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40, 313-337, doi:10.1007/s11165-0009-9122-4
  • Campbell, M. A. (2000). The effects of the 5E learning cycle model on students’ understanding of force and motion concept (Unpublished master’s thesis). Millersville University, Pennsylvania.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS], Ankara.
  • Chambers, S.K., & Andre, T. (1997) Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34, 107–123.
  • Chin, C., & Teou, L. Y. (2009). Using concept cartoons in formative assessment: Scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332.
  • Chu, H.-E, Treagust, D. F., & Chandrasegaran, A. L. (2009). A stratified study of students’understanding of basic optics concepts in different contexts using two-tier multiplechoice items. Research in Science & Technological Education, 27(3), 253-265.
  • Çepni, S., & Şahin, Ç. (2012). Effect of different teaching methods and techniques embedded in the 5E instructional model on students' learning about buoyancy force. International Journal of Physics & Chemistry Education, 4(2), 97-127.
  • Çil, E. (2014). Teaching nature of science through conceptual change approach: conceptual change texts and concept cartoons. Journal of Baltic Science Education, 13(3), 339-350.
  • Çil, E., & Çepni, S. (2016). The effectiveness of conceptual change texts and concept clipboards in learning the nature of science. Research in Science & Technological Education, 34(1), 43-68.
  • Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International journal of science education, 25(6), 671-688.
  • Duran, E., Duran, L., Haney, J., & Scheuermann, A. (2011). A learning cycle for all students. The Science Teacher, 78(3), 56-60.
  • Green, S., & Salkind, N. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th edition), New Jersey.
  • Hynd, C. (2001). Persuasion and its role in meeting educational goals. Theory into Practice, 40(4), 270-277.
  • Hynd, C., & Alvermann, D. E (1986). The role of refutational text in overcoming difficulty with science concepts. Journal of Reading, 29, 440-446.
  • Jaakkola, T., & Nurmi, S. (2008). Fostering elementary school students’ understanding of simple electricity by combining simulation and laboratory activities. Journal of Computer Assisted Learning, 24, 271-283. doi:10.1111/j.1365-2729.2007.00259.x
  • Jimoyiannis, A., & Komis, V. (2001). Computer Simulations in Physics Teaching and Learning: a case study on students‟ understanding of trajectory motion. Computers and Education, 36(2), 183–204.
  • Kabapinar, F. (2009). What makes concept cartoons more effective? Using research to inform practice. Education and Science, 34(154), 104.
  • Kalina, C., & Powell, K. C. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
  • Kennedy, E. M., & de Bruyn, J. R. (2011). Understanding of mechanical waves among second-year physics majors. Canadian Journal of Physics, 89(11), 1155-1161.
  • Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446.
  • Keogh, B., Naylor, S., & Wilson, C. (1998). Concept Cartoons: A New Perspective on Physics Education. Physics education, 33(4), 219-24.
  • Kim, S. I., & Van Dusen, L. M. (1998). The role of prior knowledge and elaboration in text comprehension and. The American Journal of Psychology, 111(3), 353-378.
  • Maurines, L. (1992). Spontaneous reasoning on the propagation of visible mechanical signals. International Journal of Science Education, 14(3), 279–293.
  • McKagan, S. B., Handley, W., Perkins, K. K., & Wieman, C. E. (2009). A Research-based curriculum for teaching the photoelectric effect. American Journal of Physics, 77(1), 87-95. doi: 10.1119/1.2978181
  • Menchen, K. V., & Thompson, J. R. (2004, September). Pre‐service teacher understanding of propagation and resonance in sound phenomena. In AIP Conference Proceedings (Vol. 720, No. 1, pp. 65-68). American Institute of Physics.
  • PheT Simulation (2006). Photoelectric Effect (1.10) [Physics Education Technology Project]. Retrieved from https://phet.colorado.edu/en/simulations/filter?subjects=sound-and-waves&sort=alpha&view=grid
  • Posner, G., J., Srike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227. doi:/10.1002/sce.3730660207
  • Ronen, M., & Eliahu, M. (2000). Simulation – a bridge between theory and reality: the case of electric circuits. Journal of Computer Assisted Learning, 16(1), 14-26. doi:10.1046/j.1365-2729.2000.00112x
  • Roth, K. J. (1985, April). Conceptual Change Learning and student processing of science texts. Paper presented at the annual meeting of American Research Association, Chicago, Illinois..
  • Sarı, U., Hassan, A. H., Güven, K., & Şen, Ö. F. (2017). Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 25(3).
  • Sendur, G., & Toprak, M. (2013). The role of conceptual change texts to improve students' understanding of alkenes. Chemistry Education Research and Practice, 14(4), 431-449.
  • Şengören, S. K., Tanel, R., & Kavcar, N. (2009). Students’ difficulties about the wave pulses propagation on a rope. Journal of Turkish Science Education, 6(1), 50-59.
  • Shunk, D. H. (2009). Eğitimsel Bir Bakışla Öğrenme Teorileri [Learning Theories from an Educational Perspective], Ankara. Stephenson, P., & Warwick, P. (2002). Using concept cartoons to support progression in students' understanding of light. Physics education, 37(2), 135-141.
  • Taşlidere, E. (2013). The Effect of Concept Cartoon Worksheets on Students' Conceptual Understandings of Geometrical Optics. Education & Science, 38(167), 144-161.
  • Taşlıdere, E. (2015). A study investigating the effect of treatment developed by integrating the 5E and simulation on pre-service science teachers’ achievement in photoelectric effect. Eurasia Journal of Mathematics, Science and Technology Education, 11(4), 777-792.
  • Taşlıdere, E. (2016). High School Students’ Misconceptions About Mechanical Waves: Are Students Aware of What They Know and Don’t Know. Ondokuz Mayis University Journal of Faculty of Education, 35(1), 63-86.
  • Tavşancıl, E., & Aslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for verbal, written and other materials], İstanbul.
  • Tongchai, A. Sharma, M. Johnston, I. Arayathanitkul, K., & Soankwan., C. (2009). Developing, evaluating and demonstrating the use of a conceptual survey in mechanical waves. International Journal of Science Education. 31(18), 2437-2457. doi:10.1080/09500690802389605
  • Treagust, D. F., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3, 297-328. doi:/10.1007/s11422-008-9090-4
  • Wang, T.& Andre, T. (1991) Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary Educational Psychology, 16, 103–116.
  • Wilder, M., & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(4).
  • Wittmann, M. C. (2002). The object coordination class applied to wavepulses: analysing student reasoning in wave physics. International Journal of Science Education, 24(1), 97-118. doi:10.1080/09500690110066944
  • Yıldırım, A. & Şimşek H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (4. Baskı) [Qualitative research methods in the social sciences (4th edition)], Ankara.
  • Yıldırım, B. (2017). The effect of conceptual change text enriched with concept cartoons on primary school candidates’ conceptual understanding and attitudes towards simple electric circuits. (Unpublished master’s thesis). Mehmet Akif Ersoy University, Burdur.
  • Zacharias, Z. C. (2005). The impact of interactive computer simulations on the nature and quality of post graduate science teachers’ explanations in physics. International Journal of Science Education, 27(14), 1741-1767. doi:10.1080/09500690500239664
There are 51 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Erdal Taşlıdere 0000-0002-3158-2483

Publication Date December 1, 2021
Acceptance Date April 17, 2021
Published in Issue Year 2021 Volume: 8 Issue: 4

Cite

APA Taşlıdere, E. (2021). Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5E Learning Model with Simulation Activities on Pre-Service Teachers’ Conceptual Understanding of Waves. Participatory Educational Research, 8(4), 215-238. https://doi.org/10.17275/per.21.87.8.4