Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5E Learning Model with Simulation Activities on Pre-Service Teachers’ Conceptual Understanding of Waves
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.
Keywords
conceptual understanding, concept cartoons, conceptual change text, 5E learning model, simulation, misconception
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.
