A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of "Sound Propagation"

Title
A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of "Sound Propagation"
Publication Date
2011
Author(s)
Calik, Muammer
Okur, Murat
Taylor, Neil
( author )
OrcID: https://orcid.org/0000-0001-8438-319X
Email: ntaylor6@une.edu.au
UNE Id une-id:ntaylor6
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Springer Netherlands
Place of publication
Netherlands
DOI
10.1007/s10956-010-9266-z
UNE publication id
une:9721
Abstract
The purpose of this study was to compare different conceptual change methods within a topic on 'sound propagation'. The study was conducted with 80 grade 5 students (aged 11-12 year old) drawn from four cohort classes in an elementary school on the north coast of Black Sea Region in Turkey. While one class was assigned as a control group, the others formed experimental groups (one with a conceptual change text, one with analogies presented as computer animations and one with a combination of conceptual change text, analogies and computer animations). A questionnaire with 10 two-tier questions was administered as a pretest a week before the teaching intervention, and the same test was re-administered immediately after the intervention as a post-test. The questionnaire was also employed as a delayed post-test 3 weeks after the teaching intervention. The experimental groups performed significantly better in the post-test that the control group (p < 0.05). Within the experimental groups, the group exposed to a combination of the conceptual change text, analogies and computer animations performed best on the post-test and the delayed post-test (p < 0.05). Overall the study indicated that the intervention that employed the entire suite of conceptual change pedagogies produced the best learning outcomes.
Link
Citation
Journal of Science Education and Technology, 20(6), p. 729-742
ISSN
1573-1839
1059-0145
Start page
729
End page
742

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