The use of conceptual change texts as class material in the teaching of “sound” in physics

The main limitations of the study were that the sample was very small and no quantitative comparison had been made between the group in which students used the conceptual change texts and the group in which they did not. For this reason, this study can only be regarded as advisory. To measure the effects of these texts on students’ success, further comparative research must be carried out with larger samples. The following recommendations can be made with regard to the teaching materials: researchers should comply with the four conditions stated by Posner et al. (1982) in order to make these conceptual change texts effective teaching tools. In addition, considering that there may be some students in class who have difficulty understanding what they read, the use of the material should definitely accompany classroom discussions.