Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/9530
Title: A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of "Sound Propagation"
Contributor(s): Calik, Muammer (author); Okur, Murat (author); Taylor, Neil (author)
Publication Date: 2011
DOI: 10.1007/s10956-010-9266-z
Handle Link: https://hdl.handle.net/1959.11/9530
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.
Publication Type: Journal Article
Source of Publication: Journal of Science Education and Technology, 20(6), p. 729-742
Publisher: Springer Netherlands
Place of Publication: The Netherlands
ISSN: 1059-0145
1573-1839
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
130106 Secondary Education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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