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Asia-Pacific Forum
on Science Learning and Teaching, Volume 9, Issue 2, Article 2
(Dec., 2008) |
In this study, when the results were considered, strategies applied in conceptual change approach found that using group work and demonstrative experiments is much more effective than applications based on traditional teaching methods. Therefore, this application of the conceptual change approach will make an important contribution to the elimination of misconceptions on pre-service teachers in other topics of the science and laboratory applications course.
This investigation may be conducted with wide ranging group.
Applications based on the conceptual change approach, using group work and demonstration experiments, are very effective in elimination of misconceptions. Further investigation can determine whether this approach is also effective on laboratory applications of other courses like physics, chemistry and biology.
In this study, it was observed that a multiple choice conceptual test consisting of two stages is very effective in determining misconceptions of pre-service teachers. With the help of the test, pre-service teachers can discover the underlying reasons in their mind. This type of test can also be prepared for other topics in the Applications of Science Laboratory course.
An instruction method is supposed to eliminate the misconceptions and increase the achievement of students. A comparative study can be made with other teaching methods, such as multiple intelligence, problem solving, cooperative teaching and analogies to determine the efficiency of the methods of group work and demonstrative experiments.
To correct the misconception of pre-service teachers, analogies and explanatory models based on the conceptual change approach, using conceptual change texts, conceptual maps, concrete activities, data processing skills, written texts of students and computer-assisted education activities based on discussion strategies can be used as well as group work and demonstrative experiments.
