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Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students’ Understanding of Heat and Temperature Concepts

Author(s): Baser, M.,

Journal: Eurasia Journal of Mathematics, Science & Technology Education
ISSN 1305-8223

Volume: 2;
Issue: 2;
Start page: 96;
Date: 2006;
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Keywords: Misconception | Conceptual Change | Cognitive Conflict | Heat | Temperature

The purpose of this study was to investigate the effectiveness of cognitive conflict based physicsinstruction over traditionally designed physics instruction on preservice primary school teachers at grade 2. The subjectswere 82 (27 boys, 55 girls) second grade pre-service teachers in two classes. One of the classes (42 students) wasrandomly assigned as experimental and the other class (40 students) assigned as control group. Both groups were taughtby the same instructor. While the experimental group received cognitive conflict based physics instruction, controlgroup were taught by traditionally designed physics instruction. The data were obtained through Thermal ConceptEvaluation test (TCE). Prior to instruction, students in both groups were pre-tested by TCE in order to determine theirinitial understanding of heat and temperature at the beginning of instruction. The same tests were applied as posttestafter the instruction. Independent samples t-test on pre-test scores showed that there was no statistical significantdifference between experimental and control group at the beginning of the instruction in terms of understanding of heatand temperature concepts. ANCOVA results showed that mean scores on the post-TCE of students in experimentalgroup were significantly higher than those of the control group. While interaction between gender difference andtreatment made a significant contribution to the variation in achievement, gender difference did not.
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