 |
Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 12 (Dec., 2017) |
In recent decades, research have publicized that students move toward to science lessons by instructional conceptions and ideas concerning the phenomena and concepts to be academic that are not in harmony amid knowledge views. Besides, conceptions and ideas are firmly held and are resistant to change (Duit, 2006; Duit &Treagust, 2003). The first was Ausubel’s (1968) dictum that the most important single factor influencing learning is what the learner already knows and hence to teach the learner accordingly. His clinical interview method deeply influenced research on investigating students’ conceptions (White & Gunstone, 1992).
Most conceptual change strategies were designed based on students’ alternative conceptions (e.g. Coştu et al, 2007). Conceptual change texts that can be used to overcome some common misconceptions regarding “sound intensity” and “how fast sound travels (Özkan, G & Sezgin Selçuk, 2013). The individual level revealed that the engagement in dialectical argumentation predicted conceptual learning gains, whereas consensual explanation development did not (Asterhan & Schwarz, 2009). It is suggested that combining different conceptual change methods such conceptual change text/refutation text, argumentation with the intervention may be more effective in reducing student alternative conceptions (Çalik at al. 2010). Development of conceptual change in the teaching of aspects important the nature of science (Çepni & Çil, 2012). The intersection of conceptual change and reading comprehension was studied in science education (Sinatra & Broughton, 2011). The implications of these findings for future research and developing students' conceptual change in physics are discussed by Taasoobshirazi & Sinatra (2011).
However, teaching with analogies is an effective teaching method for higher learning achievement and in preventing misconceptions (Pekmez, 2010). Conceptual change strategy was designed based on students’ alternative conceptions (Samsudin, 2016). Consistency conception of the students in this study includes the pattern of student answers using the same concept models in answering a series of questions asking the same concept. This data was obtained through the conception consistency test instruments tested one by asking questions with the same concept more than once.
Copyright (C) 2017 EdUHK APFSLT. Volume 18, Issue 2, Article 12 (Dec., 2017). All Rights Reserved.