Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 2, Article 12 (Dec., 2008) Mustafa ÜREY & Muammer ÇALIK Combining different conceptual change methods within 5E model: A sample teaching design of 'cell' concept and its organelles Contents Next

Combining different conceptual change methods within 5E model: A sample teaching design of 'cell' concept and its organelles

 

Mustafa ÜREY^1,3 , Muammer ÇALIK²

¹ Karadeniz Technical University, Fatih Faculty of Education,

Department of Science Education, 61335 Söğütlü-Trabzon/TURKEY

E-mail: murey01@gmail.com

²Karadeniz Technical University, Fatih Faculty of Education,
Department of Primary Teacher Education, 61335 Söğütlü-Trabzon/TURKEY

E-mail: muammer38@hotmail.com or muammer38@ktu.edu.tr

³Correspondence author

Received 12 Sept., 2008
Revised 20 Dec., 2008

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Contents

• Abstract
• Introduction
• Theoretical Framework
• Teaching Design
  • Engagement/Enter
  • Exploration
  • Explanation Phase
  • Elaboration Phase
  • Evaluation Phase
• Implications for Practice
• References
• Appendix 1
• Appendix 2

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Abstract

Since students’ misconceptions are not completely remedied by means of only one conceptual change method, the authors assume that using different conceptual methods embedded within the 5E model will not only be more effective in enhancing students’ conceptual understanding, but also may eliminate all students’ misconceptions. The aim of this study is to display a sample teaching of the cell and its organelles by combining different conceptual change methods (analogy, conceptual change text and worksheet) within the 5E model. But, the study has a shortcoming in seeking the degree to which conceptual change is achieved. For this reason, further research should focus on applicability of the presented teaching design in a comparative manner.

Keywords: Misconceptions, conceptual change methods, constructivism