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


Calik M., Okur M. , Taylor N.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, cilt.20, sa.6, ss.729-742, 2011 (SCI İndekslerine Giren Dergi) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 20 Konu: 6
  • Basım Tarihi: 2011
  • Doi Numarası: 10.1007/s10956-010-9266-z
  • Dergi Adı: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • Sayfa Sayıları: ss.729-742

Özet

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.