The Effect of Conceptual Change Texts on Pre-Service Science Teachers' Achievement Levels Towards Astronomy

Year 2025, Volume: 12 Issue: 3, 102 - 122, 01.05.2025

Önder Şensoy , Yaprak Yeşil

https://doi.org/10.17275/per.25.36.12.3

Abstract

This study aims to develop conceptual change texts to change the misconceptions in astronomy courses and to compare the effect of conceptual change texts on the achievement levels of pre-service science teachers towards astronomy with classical text and traditional learning methods. The study employed a quasi-experimental design with a pre-test post-test control group. The study sample consisted of 4th-grade pre-service teachers studying in the Department of Science Teaching at a state university in Türkiye and taking the astronomy course. The first experimental group, consisting of 27 pre-service teachers, used conceptual change texts, and the second experimental group, consisting of 24 pre-service teachers, used classical texts in the experimental process. The control group of 26 pre-service teachers continued the lessons using the traditional learning method. In this respect, the study's sampling method was determined to be purposive sampling. The astronomy achievement test, developed by the researchers and used to measure the success of pre-service teachers in astronomy subjects, consists of 34 multiple-choice questions. Based on the pilot studies and expert opinions, researchers conducted validity and reliability studies of the test and calculated item difficulty and discrimination indices. In the study, t-tests for dependent groups, t-tests for independent groups and one-factor variance (one-way ANOVA) for unrelated samples were performed, and the results were evaluated. At the end of the intervention, the achievement score of the group to which conceptual change texts were utilized was significantly higher than the group using traditional teaching method.

Keywords

science education, astronomy teaching, conceptual change texts

References

• Addido. J., Borowczak, A & Slater, T.F., (2022). Addressing pre-service teachers’ misconceptions and promoting conceptual understanding through the conceptual change model. Problems of Education in the 21st Century. 80(4):499-515.
• Akgül, P. (2010). The effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers' conceptual understanding about heat and temperature. [Master’s Thesis]. Gazi University, Ankara, Türkiye.
• Akkuş, H. (2004). Chemical equilibrium success of conceptual change texts. [Doctoral Dissertation]. Gazi University, Ankara, Türkiye.
• Akpınar, M. (2012). The effect of the conceptual change texts on student achievement gain at physics education carried out with context-based approach. [Doctoral Dissertation]. Gazi University, Ankara, Türkiye.
• Alkhawaldeh, S. A. (2015). Facilitating conceptual change in ninth grade students’ understanding of human circulatory system concepts. Research in Science & Technological Education, 25(3), 371-385. https://doi.org/10.1080/02635140701535331
• Altuntaş-Aydın, M. (2011). The effect of conceptual change texts accompanied with model on 7th grade students? understanding of the topic the structure of atom? [Master’s Thesis]. Karadeniz Technical University, Trabzon, Türkiye.
• Arıkurt, E. (2014). Comparision the effectiveness of the concept cartoons and conceptual change texts on secondary 7th grade students' achievements, conceptual changes and attitudes. [Master’s Thesis]. Giresun University, Giresun, Türkiye.
• Bektaşlı, B. (2013). The development of astronomy concept test for determining preservice science teachers’ misconceptions about astronomy. Education and Science Journal, 38(168), 218-229.
• Birinci-Konur, K. (2010). The effect of conceptual change texts on the pre-service primary teachers? understanding of physical and chemical change topics. [Doctoral Dissertation]. Karadeniz Teknik University, Trabzon, Türkiye.
• Board of Education (Talim ve Terbiye Kurulu Başkanlığı). (2017). Fen bilimleri dersi (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. [Science (primary and secondary school grades 3, 4, 5, 6, 7 and 8) curriculum] Members of the Board of Education, Ankara: Ministry of National Education.
• Board of Education (Talim ve Terbiye Kurulu Başkanlığı). (2018). Ortaöğretim fen lisesi fizik dersi (9, 10, 11 ve 12. sınıflar) öğretim program [Secondary science high school physics course (9th, 10th, 11th and 12th grades) curriculum.] Members of the Board of Education, Ankara: Ministry of National Education.
• Bolat, A., Aydoğdu, R. Ü., Uluçınar-Sağır, Ş., & Değirmenci, S. (2014). Determination of 5th grade students' misconceptions about the concepts of sun, earth and moon. Journal of Research in Education and Teaching, 3(1), 218-229.
• Budak, E. (2017). Investigation of the conceptual change text on the student success and environmental attitude in teaching the environment chemistry of the 10th grade students. [Master’s Thesis]. Marmara University, İstanbul, Türkiye.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün., Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. [Scientific research methods] Ankara: Pegem Akademi.
• Çakmak, G. (2016). The effect of the computer based conceptual change texts on the achievements and attitudes of students studying science education. [Doctoral Dissertation]. Fırat University, Elazığ, Türkiye.
• Çaycı, B. (2007). Examining the effect of concept change texts on concept learning. Gazi University Gazi Faculty of Education Journal, 27(1), 87-102.
• 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(2), 107-123. https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
• 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. https://doi.org/10.1080/02635143.2015.1066323
• Demirci, Ö. (2011). Investigating the effectiveness of animation-supported-conceptual change texts on the remediation of eight grade students? Misconceptions of acids and bases. [Master’s Thesis]. Karadeniz Technical University, Trabzon, Türkiye.
• Demircioğlu, G., Altuntaş-Aydın, M., & Demircioğlu, H. (2012). The effect of conceptual change text and three dimensional model with on 7th grade students’ understanding about the structure of atom. Journal of Bayburt Education Faculty, 7(2), 70-96.
• Demirel, M., & Anıl, Ö. (2017). A study on conceptual change approach: gases. The Journal of Defence and War Studies, 27(2), 93-118.
• Dilber, R. (2006). An investigation on the effects of analogy and conceptual change text on remediating of misconceptions and student success in physics teaching. [Doctoral Dissertation]. Atatürk University, Erzurum, Türkiye.
• Ersoy, F. (2012). The effect of computer simulations and conceptual change texts on teaching of electrostatic. [Master’s Thesis]. Atatürk University, Erzurum, Türkiye.
• Eryılmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001-1015. https://doi.org/10.1002/tea.10054
• George, D., and Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.) Boston: Pearson.
• Gündoğdu, T. (2014). Investigation of relationship between 8th grade students' achievement and conceptual understanding levels in astronomy and attitudes towards science course. [Master’s Thesis]. Marmara University, İstanbul, Türkiye.
• Güneş, G. (2010). The analyze of the relation between astronomy knowledge with the nature of science and the astronomy self-efficacy belief of pre-service teachers. [Master’s Thesis]. Çukurova University, Adana, Türkiye.
• Howitt, D & Cramer, D. (2011). Introduction to research methods in psychology. Prentice Hall. https://doi.org/10.1119/1.880056
• İyibil, Ü., & Sağlam-Arslan, A. (2010). Pre-service physics teachers’ mental models about stars. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 25-46.
• İzgi, Ü. (2012). The effects of using concept cartoons on the education of teacher candidates and elementary science education of students. [Doctoral Dissertation]. Atatürk University, Erzurum, Türkiye.
• Kalkan, K., & Kıroğlu, K. (2007). Science and nonscience students’ ideas about basic astronomy concepts in preservice training for elementary school teachers’ astronomy. Education Review,1(6), 115-137. https://aas.org/posts/2010/01/astronomy-education-review
• Kanlı, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics Science & Technology Education, 10(5), 471-479. https://doi.org/10.12973/eurasia.2014.1120a
• Kanlı, U. (2015). Using a two-tier test to analyse students’ and teachers’ alternative concepts in astronomy. Science Education International, 26(2), 148-165. https://eric.ed.gov/?id=EJ1064041
• Karyağdı, M. & Aydın, G. (2023) The effects of technology supported conceptual change activities with pre-service science teachers. Mehmet Akif Ersoy University Journal of Education Faculty. 68, 156-184. https://doi.org/10.21764/maeuefd.1346077
• Kehoe, J. (1995). “Item analysis for multiple choice tests”. Practical Assessment Research & Evaluation, 4(10), 1-4. https://files.eric.ed.gov/fulltext/ED398237.pdf
• Kılıçoğlu, G. (2011). The impact of conceptual change texts on misconceptions in social studies courses. [Doctoral Dissertation]. Gazi University, Ankara, Türkiye.
• Korur, F., Enil, G., & Göçer, G. (2016). Effects of two combined methods on the teaching of basic astronomy concepts. The Journal of Educational Research, 109(2), 205- 217. http://dx.doi.org/10.1080/00220671.2014.946121
• Kurnaz, M. A. (2016). Determining students’ comprehension of the star, comet, and constellation concepts. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 12(1), 251-264.
• Kurnaz, M. A., & Değermenci, A. (2011). Cross-Grade comparison of students’ understanding of basic astronomy concepts. Mehmet Akif Ersoy University Journal of Education Faculty, 1(22), 91-122. https://dergipark.org.tr/tr/pub/maeuefd/issue/19395/205997
• Lind, D. A., Marchal, W. G., & Wathen, S. A. (2006). Basic statistics for business and economics (Fifth edition). United States: McGraw-Hill Companies
• McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second Edition). United States: Cambridge University Press.
• Önder, N. (2011). Effects of conceptual text based discussion method on students? achievement towards electrical potential energy and electrical potential concepts: Example of Gazi University, second year Physics Education students. [Master’s Thesis]. Gazi University, Ankara, Türkiye.
• Özay, E. (2008). The effect of conceptual change text on students’ achievement in teaching of mitosis- meiosis. MANAS Journal of Social Studies ,10(20),211-220.
• Özkan, G. (2013). The effects of conceptual change texts and real life context- based learning on students approaches to learning physics and their conceptual understandings. [Master’s Thesis]. Dokuz Eylül University, İzmir, Türkiye.
• Özkan, G., & Sezgin-Selçuk, G. (2015). Effect of technology enhanced conceptual change texts on students’ understanding of buoyant force. Universal Journal of Educational Research, 3(12), 981-988. https://doi.org/10.13189/ujer.2015.031205
• Öztürk, A., & Doğanay, A. (2013). Primary school 5th and 8th graders understanding and mental models about the shape of the world and gravity. Educational Sciences in Theory and Practice, 13(4), 2455-2476.
• Palmer, D. H. (2003). Investigating the relationship between refutational text and conceptual change. Science Education, 1(87), 663- 684. https://doi.org/10.1002/sce.1056
• Percy, J. R., (1998). Astronomy education: an international perspective. Astrophysics and Space Science Education, 1(162), 347-355. https://doi.org/10.1017/S025292110011468X
• Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory conceptual change. Science Education, 1(66), 211-227. https://doi.org/10.1002/sce.3730660207
• Roscoe, R. D., Chi, M. T. H., & Posner, G. J. (2008). The processes and challenges of conceptual change. Educational Psychologist, 43(1), 1-8. https://doi.org/10.1080/00461520701756346
• Saraç, H. (2017). Investigation of the students' attitudes towards the subjects related to world and universe in primary education. The Buca Faculty of Education Journal, 1(43), 25-40.
• Sert-Çıbık, A. (2011). Misconceptions on electrical current concept and the effect of project-based learning approach supported by analogies for reducing them. [Doctoral Dissertation]. Gazi University, Ankara, Türkiye.
• Setyaedhi, H. S. (2024). Comparative test of Cronbach's alpha reliability coefficient, KR-20, KR-21, and split-half method. Journal of Educational Research and Evaluation, 8(1), 47–57. https://doi.org/10.23887/jere.v8i1.68164
• Shapiro, S.S. and Wilk, M.B. (1965). An analysis of variance test for normality (Complete Samples). Biometrika, 52, 591-611.
• Sinanoğlu, K. (2017). The effects on 6th class student's cognitive load, academic success and permanency of concept cartoons and conceptual change texts. [Master’s Thesis]. Ordu University, Ordu, Türkiye.
• Sudarmaji, A., & Abdullah, M. (2021). Exploring Indonesian student misconceptions in science concepts. BMC Education, 21(1), 183. https://doi.org/10.1186/s12909-021-02773-4
• Şahin, Ç., Bülbül, E., & Durukan, Ü. G. (2013). The Effect of Conceptual Change Texts on Removing Students’ Alternative Conceptions about Celestial Bodies. Journal of Computer and Education Research, 1(2), 38-64.
• Şarlayan, R. (2017). The effect of conceptual change texts on overcoming the misconceptions in the social studies courses. [Master’s Thesis]. Ahi Evran University, Kırşehir, Türkiye.
• Şenel-Çoruhlu, T. (2013). Determining the effectiveness of guided materials based on enriched 5e instructional model related to solar system and beyond: Space puzzle unit. [Doctoral Dissertation]. Karadeniz Technical University, Trabzon, Türkiye.
• Şenel-Çoruhlu, T., & Çepni, S. (2015). Evaluation of the effects of the 5E model enriched with conceptual change pedagogy on students’ conceptual change: “Comet”, “Star Drift” and “Meteor”. Marmara University Atatürk Faculty of Education Journal of Educational Sciences,1(41), 139-155
• Şensoy, Ö., & Yıldırım, H. İ. (2018). The effect of technological pedagogical content knowledge based training programs used in astronomy classes on the success levels of science teacher candidates. Universal Journal of Educational Research, 6(6), 1328-1338. https://doi.org/10.13189/ujer.2018.060624
• Tabachnick, B.G., Fidell, L. S. (2013). Using multivariate statistics (sixthed). Pearson, Boston.
• Taşlıdere, E. (2024). Effect of conceptual change instruction on remedying misconceptions concerning direct current circuits. Bartin University Journal of Faculty of Education. 3(1). 220-223.
• Treagust, D. F., Duit, R., & Fisher, D. L. (2017). Misconceptions and conceptual change in science learning: A historical perspective and future directions. In Handbook of research on science teaching and learning (Vol. 2, pp. 117-142). Routledge.
• Trumper, R. (2001). A cross-age study of junior high school students' conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), 1111- 1123. https://doi.org/10.1080/09500690010025085
• Trumper, R. (2006). Teaching future teachers’ basic astronomy concepts – sun‐earth‐moon relative movements – at a time of reform in science education. Research in Science & Technological Education, 24(1), 85-109. https://doi.org/10.1002/tea.20138
• Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal Of Research in Science Teaching, 39(7), 633-658. https://doi.org/10.1002/tea.10039
• Türk, C., Kalkan, S., Bolat, M., Akdemir, E., Karakoç, Ö. & Kalkan, H. (2012). A case study on pre-service science and technology teachers' comprehension levels of basic astronomy concepts. Journal of Research in Education and Teaching, 1(2), 202- 209.
• Ünlü, Y. (2014). Conceptual change texts oriented instruction in teaching solution concepts. [Doctoral Dissertation]. Middle East Technical University, Ankara, Türkiye.
• Ural-Keleş, P. & Aydın, S. (2012). Determining effectiveness of conceptual change texts used on instruction of 5th grade classification of living things subjects. Erciyes University Graduate School of Science Journal of Science, 5(2), 133-150.
• Uyanık, G. & Dindar, H. (2016). The effect of the conceptual change texts on removing misconceptions in primary 4th grade science course. Gazi University Gazi Faculty of Education Journal, 36(2), 349-374.
• Vatansever, O. (2006). Effectiveness of conceptual change instruction on overcoming students’ misconceptions of electric field, electric potential and electric potential energy at tenth grade level. [Master’s Thesis]. Middle East Technical University.
• Wilcox, R. R. (2012b). Modern statistics for the social and behavioral sciences: A practical introduction. United States: Chapman & Hall/CRC Press
• Wood, L. C. (2012). Conceptual change and science achievement related to a lesson sequence on acids and bases among African American alternative high school students: a teacher’s practical arguments and the voice of the “other”. [Doctoral Dissertation]. Wayne State University. https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1486&context=oa_dissertations
• Yıldırım, M. (2016). The effect of conceptual change texts in eliminating the misconceptions and in the success of primary school fourth-grade students. [Master’s Thesis]. Recep Tayyip Erdoğan University, Rize, Türkiye.
• Yılmaz, E. (2014). An action research towards effective teaching of the 7th grade basic astronomy concepts. [Master’s Thesis]. Dokuz Eylül University, İzmir, Türkiye.
• Yürük, N. & Eroğlu, P. (2016). The effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers’ conceptual understanding of heat and temperature. Journal of Baltic Science Education, 15(6), 693-706. 10.33225/jbse/16.15.693
• Yürük, N. (2007). The effect of supplementing instruction with conceptual change texts on students’ conceptions of electrochemical cells. Journal Of Science Education and Technology, 1(16), 515-523. https://doi.org/10.1007/s10956-007-9076-0
• Zeilik, M., Schau, C., & Mattern, N. (1998). Misconceptions and their change in university-level astronomy courses. The Physics Teacher, 65(10), 986-996.
• Zeilik, M., Schau, C., Mattern, N., Hall, S., Teague, K. W. & Bisard, W. (1997). Conceptual astronomy: a novel model for teaching postsecondary science courses. American Journal of Physics, 65(10), 987-996. https://doi.org/10.1119/1.18702