MISCONCEPTION INTERVENTIONS AND PUPILS’ CONCEPTUAL CHANGE IN SELECTED CONCEPTS IN BASIC SCIENCE IN ABEOKUTA

Yıl 2022, Cilt: 11 Sayı: 1, 154 - 167, 30.06.2022

Nathaniel Ayodeji Omılanı Hikmot Anıfowose

https://doi.org/10.55020/iojpe.1102669

Öz

This study determined the effect of misconceptions intervention on students’ conceptual change in the concepts of density and floatation in basic science. The moderating effects of gender and school types on students conceptual change in the selected concepts were also determined. The misconception interventions in this study are hands-on activities that allow students who engage in them to observe evidence that contradict their misconceptions in density and floatation. Students in the upper basic three were the population of the study. A two-tier multiple-choice test was used to measure the conceptual change. The result revealed that exposing upper basic three students to the misconception intervention is significantly effective in facilitating conceptual change in the selected concept in basic science.

Anahtar Kelimeler

Misconceptions, basic science, learning outcome.

Kaynakça

• Adesoji, F. A. (1999). Knowledge of integrated science of pre-requisite capability for first year senior secondary school sciences and implication for teacher education in Abimbade, A. (ed). Teaching and Teacher Preparation in the Twenty First Century. Development of Teacher Education.
• Adewale, G. J., & Effiong, O. E. (2015). Effects of two methods on student’s achievement in junior secondary schools in Yakurr, Cross River State. International Letters of Social and Humanistic Sciences, 61, 70-81. https://doi.org/10.18052/www.scipress.com/ILSHS.61.70
• Ahiakwo, M. J., & Isiguzo, C. Q. (2015). Students’ conceptions and misconceptions in chemical kinetics in Port Harcourt Metropolis of Nigeria. African Journal of Chemical Education, 5(2), 112-130.
• Ajlouni, A. O., & Jaradat, S. A. (2020). The Effect of Pedagogical Hypermedia on Acquisition of Scientific Concepts among Primary School Students. International Journal of Education and Practice, 8(3), 615-624.
• Allen, M. (2010). Learner error, affectual stimulation, and conceptual change. Journal of Research in Science Teaching, 47(2), 151-173. http://dx.doi.org/10.1002/tea.20302
• Awan, S. A., Khan, T. M., & Aslam, T. M. (2009). Gender disparity in misconception about the concept of solution at the secondary school level in Pakistan. Journal of Elementary Education 22(1), 65-79
• Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R, Giere (Ed), Cognitive models of science: Minnesota studies in the philosophy of science (pp126-160). Minneapolis, MN: University of Minnesota Press.
• Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43. https://doi.org/10.1016/0959-4752(94)90017-5
• Dalaklioğlu, S., Demirci, N., & Şekercioğlu, A. (2015). Eleventh grade students’ difficulties and misconceptions about energy and momentum concepts. International Journal of New Trends in Education and Their Implications, 6(1), 13-21.
• de Boer, H., Donker, A. S., & van der Werf, M. P. (2014). Effects of the attributes of educational interventions on students’ academic performance: A meta-analysis. Review of Educational Research, 84(4), 509-545. https://doi.org/10.3102/0034654314540006
• Duit, R., & Treagust, D. F. (2003) Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671 688. http://dx.doi.org/10.1080/09500690305016
• Eggen, P., & Kauchak, D. (2004). Educational psychology: Windows, classrooms. Pearson Prentice Hall, Upper Saddle River
• Ezenduka, C. U., Okafor, C. O., & Akusoba, E. U. (2014). The impact of teacher errors on students’ understanding of concept respiration in Akwa Anambra State. International Journal of Scientific and Research Publications, 4(11), 1-4. http://www.ijsrp.org/research-paper-1114/ijsrp-p3573.pdf
• Fatokun, K. V. F. (2016) Instructional misconceptions of prospective chemistry teachers in chemical bonding. International Journal of Science and Technology Education Research, 7, 18-22. DOI:10.5897/IJSTER2016.0357
• Gooding, J., & Metz, B. (2011). From misconceptions to conceptual change. Science Teacher, 8(4), 34-37 https://teaching.fsu.edu/wp-content/uploads/2018/01/tst1104_34.pdf
• Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 116–159. http://dx.doi.org/10.2307/747886
• Hardy, I., Jonen, A., Möller, K., & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students’ understanding of “floating and sinking. Journal of Educational Psychology, 98(2), 307-26. http://dx.doi.org/10.1037/0022 0663.98.2.307
• Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731-743. https://doi.org/10.1002/tea.3660200804
• Joyce, C. (2006) Predict, Observe Explain (POE). A publication of Ministry of Education, Wellington, New Zealand Council of Educational Research.
• Kampourakis, K. (2018). On the meaning of concepts in science education. Science &Education, 27, 591-592
• Kohn, A. S. (1993). Preschoolers’ reasoning about density: Will it float?. Child Development, 64(6), 1637-1650. https://doi.org/10.2307/1131460
• Lee, Y., & Law, N. (2001). Explortion in promoting conceptual change in electrical concepts via ontological category shift. International Journal of Science Education, 23(2), 111-149 https://www.tandfonline.com/doi/abs/10.1080/09500690119851
• Libarkin, J., Ccrokett, C., & Sadler, P. (2000). Density on dry land: Demonstration without buoyancy challenge students misconceptions. The Science Teacher, 70(6), 46-50
• Martinez-Borreguero, G., Naranjo-Correa, F. L., Canada, F. C., Gomez, D. G., & Martins, J. S. (2018). The influence of teaching methodologies in the assimilation of density concept in primary teacher trainees. Heliyon, 4(11), e00963. DOI: 10.1016/j.heliyon.2018.e00963
• Omilani, N. A. (2015) Anlysis of chemistry students’ misconceptions in volumetric and qualitative analyses in senior secondary schools in Ibadan Metropolis.( Unpublished Phd thesis). University of Ibadan, Ibadan, Oyo State.
• Pine, K., Messer, D. & St John, K. (2001) Children’s misconceptions in primary science: a survey of teachers’ views. Research in Science& Technological Education, 19(1), 79-96. https://doi.org/10.1080/02635140120046240
• Potvin,P., Sauriol, E., & Riopel, M. (2015). Experimental evidence of the superiority of the prevalence model of conceptual change over the classical models and repetition. Journal of Research in Science Teaching, 52(8) 1082-1108. https://doi.org/10.1002/tea.21235
• Schneider, M., & Preckel, F. (2017) Variables associated with achievement in higher education: a systematic review of meta analysis. Psychology Bulletin, 6, 565-600 https://doi.org/10.1037/bul0000098
• Taber, K. S. (2009) Challenging Misconception in Chemistry Classroom: Resources to support teachers. Educacio Quimica EduQ numero, 4, 13-20 https://doi.org/102436/20.2003.02.27
• Talanquer, V. (2013). How do students reason about chemical substances and reaction? In Tsarparlis, G and Sevian, H (ed) Concepts of matter in Science Education, Innovation in Science Education and Technology. Dordrecht. Springer Science+Business Media
• Talanquer, V. (2006). Commonsense chemistry: A model for understanding students’ alternative conceptions. Journal of Chemical Education, 83(5), 811-816. https://doi.org/10.1021/ed083p811
• Thompson, F., & Logue, S. (2006). An exploration of common students misconception in science. International Education Journal, 7(4), 533-559.
• Wandersee, H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. L. Gabel (Ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan.
• Unal, S. (2008). Changing students’ misconception of floating and sinking using hands-on activities. Journal of Baltic Science Education, 7(3), 134-146
• White, R. T., & Gunstone, R. F. (1992). Probing understanding. Great Britain: Falmer Press
• Woldeamanuel, Y. W., Abate N. T., & Berhane, D. E. (2020). Effectiveness of concept mapping based teaching methods on grade eight students’ conceptual understanding of photosynthesis at ewket fana primary school, bahir dar, Ethiopia. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), 1-16.
• Zeidler, D. L., & McIntosh, W. J. (1989). The effectiveness of laser disc generated models on conceptual shifts in college students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA. (Potvin, 2013).