Effect of instruction based on conceptual change activities on students’ understanding of static electricity concepts

Research in Science and Technological Education

Volumn 25, Issue 2, 2007, Pages 243-267

  Başer, Mustafa ^a   Geban, Ömer ^b  

^a ABANT IZZET BAYSAL UNIVERSITY   (Turkey)

^b MIDDLE EAST TECHNICAL UNIVERSITY   (Turkey)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38949209487     PISSN: 02635143     EISSN: 14701138     Source Type: Journal    
DOI: 10.1080/02635140701250857     Document Type: Article

References (90)

1. Alparslan, C., Tekkaya, C., and Geban, Ö., 2003. Using the conceptual change instruction to improve learning. Journal of Biological Education, 37: 133–137.
2. Anderson, O. R., and Botticelli, S., 1990. Quantitative analysis content organization in some biology texts varying in textual composition. Science Education, 74: 167–182.
3. Andre, T., and Ding, P., 1991. Student misconceptions, declarative knowledge, stimulus conditions, and problem solving in basic electricity. Contemporary Educational Psychology, 16: 303–313.
4. Athee, M., 1993. “ A survey of Finnish pupils about thermal phenomena ”. In The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, NY: Misconceptions Trust.
5. Bar, V., and Travis, A. S., 1991. Children’s’ viewpoints concerning phase changes. Journal of Research in Science Teaching, 28: 363–382.
6. Beaty, W., n.d. ‘Static Electricity’ Misconceptions Available online at: http://www.eskimo.com/∼billb/emotor/stmiscon.htm (accessed 6 March 2006).
7. Beaty, W., 1996. Capacitor Complaints Available online at: http://www.eskimo.com/∼billb/emotor/stmiscon.htm (accessed 6 March 2006).
8. Brown, D. E., 1992. Using examples and analogies to remediate misconceptions in physics: factors influencing conceptual change. Journal of Research in Science Teaching, 29: 17–34.
9. Brown, D. E., and Clement, J., 1989. Overcoming misconceptions via analogical reasoning: abstract versus explanatory model construction. Instructional Science, 18: 237–261.
10. Burns, J. C., Okey, J. R., and Wise, K. C., 1985. Developments of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22: 169–177.
11. Caillot, M., and Xuan, A. N., 1993. “ Adults’ misconceptions in electricity ”. In The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, NY: Misconceptions Trust.
12. Carey, S., 1985. Conceptual change in childhood, Cambridge, MA: MIT Press.
13. Carey, S., 1986. “ Cognitive science and science education ”. In American Psychologist 1123–1130.
14. Chambers, S. K., and Andre, T., 1997. Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34: 107–123.
15. Chi, M. T. H., 1992. “ Conceptual change within and across ontological categories: examples from learning and discovery in science ”. In Cognitive models of science: Minnesota studies in the philosophy of science, Edited by: Giere, R., 129–160. Minneapolis, MN: University of Minnesota Press.
16. Clement, J., 1982. Students’ preconceptions in introductory mechanics. American Journal of Physics, 50: 66–71.
17. Clement, J., 1993. “ Dealing with students’ preconceptions in mechanics ”. In The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, NY: Misconceptions Trust.
18. Clement, J., 1994. Preconceptions in mechanics: lessons dealing with students’ conceptual difficulties, Iowa: Kendall/Hunt Publishing Company.
19. Cohen, R., Eylon, B., and Ganiel, U., 1983. Potential difference and current in simple electric circuits: a study of student’ concepts. American Journal of Physics, 51: 407–412.
20. Dagher, Z. R., 1994. Does the use of analogies contribute to conceptual change?. Science Education, 78: 601–614.
21. Duit, R., 1991. On the role of analogies and metaphors in learning science. Science Education, 75: 649–672.
22. Duit, R., Conceptual change—still a powerful frame for improving science teaching and learning?. Paper presented in the third European Symposium on Conceptual Change. June26–282002, Turku, Finland.
23. Duit, R., Komorek, M., Wilbers, J., and Roth, W. M., Conceptual change during a unit on chaos theory induced by means of analogies. Paper presented at the Symposium ‘Learning process studies in physics: an integration of perspectives’, Annual Meeting of the National Association for Research in Science Teaching (NARST). Chicago, IL.
24. Dupin, J., and Johsua, S., 1987. Conceptions of French pupils concerning electric circuits: structure and evolution. Journal of Research in Science Teaching, 42: 791–806.
25. Dykstra, D., 1992. “ Studying conceptual change ”. In Research in physics learning: theoretical issues and emprical studies, Edited by: Duit, R., Goldberg, F., and Niedderer, H., 40–58. Kiel: Institute for Science Education at the University of Kiel.
26. Dykstra, D. I., Boyle, C. F., and Monarch, I. A., 1992. Studying conceptual change in learning physics. Science Education, 76: 615–652.
27. Ellse, M., and Honeywill, C., 2001. “ Fields, forces and synthesis ”. Available online at: http://www.nelsonthornes.com/secondary/science/nas_new/html/sample_pdfs/fields_20_29.pdf) (accessed 6 March 2006)
28. Ericson, G. L., 1979. Children’s conceptions of heat and temperature. Science Education, 63: 221–230.
29. Eylon, B. S., and Ganiel, U., 1990. Macro‐micro relationships: the missing link between electrostatics and electrodynamics in students’ reasoning. International Journal of Science Education, 12: 79–94.
30. Feher, E., and Rice, K., 1992. Shadows and anti‐images: children’s’ conceptions of color. Journal of Research in Science Teaching, 29: 505–520.
31. Fredette, N., and Lochead, J., 1980. Student conceptions of simple circuits. The Physics Teacher, 18: 194–198.
32. Furio, C., and Guisasola, J., 1998. Difficulties in learning the concept of electric field. Science Education, 82: 511–526.
33. Galili, I., 1993. “ Perplexity of the field concept in teaching‐learning aspect ”. In The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, NY: Misconceptions Trust.
34. Gilbert, S., 1989. An evaluation of the use of analogy, smile, and metaphor in science texts. Journal of Research in Science Teaching, 26: 315–327.
35. Gil‐Perez, D., and Carrascosa, J., 1990. What to do about science ‘misconceptions’. Science Education, 74(5): 531–540.
36. Glynn, S. M., and Takahashi, T., 1998. Learning from analogy‐enhanced science text. Journal of Research in Science Teaching, 35: 1129–1149.
37. Goldberg, F. M., and McDermott, L. C., 1986. Students difficulties in understanding image formation by a plane mirror. The Physics Teacher, 24: 472–480.
38. Goldberg, F. M., and McDermott, L. C., 1987. An investigation of student understanding of real image formed by a converging lens or concave mirror. American Journal of Physics, 55: 108–119.
39. Gunstone, R. F., and White, R. T., 1981. Understanding gravity. Science Education, 65: 291–299.
40. Guruswamy, C., Somars, M. D., and Hussey, R. G., 1997. Students’ understanding of the transfer of charge between conductors. Physics Education, 32: 91–96.
41. Harrison, A., and Treagust, D., 1993. Teaching with analogies: a case study in Grade‐10 optics. Journal of Research in Science Teaching, 30: 1291–1307.
42. Harrison, A. G., and Treagust, D. F., 1994. Analogies. The Science Teacher, 61: 41–43.
43. Heller, P., and Finley, F. N., 1992. Variable uses of alternative conceptions: a case study in current electricity. Journal of Research in Science Teaching, 29: 259–275.
44. Hestenes, D., 1987. Toward a modeling theory of physics instruction. American Journal of Physics, 55: 440–454.
45. Heuvelen, A. V. 1991. Learning to think like a physicist: a review of research‐based instructional strategies. American Journal of Physics, 59: 891–897.
46. Hewson, P., and Hewson, M., 1983. Effect of instruction using students prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20: 731–743.
47. Hewson, P. W., and Hewson, M. G., 1992. “ The status of students’ conceptions ”. In Research in physics learning: theoretical issues and emprical studies, Edited by: Duit, R., Goldberg, F., and Niedderer, H., 59–73. Kiel: Institute for Science Education at the University of Kiel.
48. Hynd, C. R., McWhorther, J. Y., Phares, V. L., and Suttles, C. W., 1994. The role of instruction in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31: 933–946.
49. Hywood, D., 2002. The place of analogies in science education. Cambridge Journal of Education, 33: 233–247.
50. Idar, J., and Ganiel, U., 1985. Learning difficulties in high school physics: developmental of remedial teaching method and assessment of its impact on achievement. Journal of Research in Science Teaching, 22: 127–140.
51. Iding, M. K., 1997. How analogies foster learning from science text. Instructional Science, 25: 233–253.
52. Jones, E. R., and Childers, L. R., 1992. Contemporary college physics, (2nd edn), 474New York: Addision‐Wesley Publishing Company.
53. Lloyd, C. V., The enactments of literacy in high school biology classrooms: two case studies. Paper presented at the Annual Meeting of the National Reading Conference. Miami, FL. December.
54. Ma‐Naim, C., Bar, V., and Zinn, B., Integrating microscopic macroscopic and energetic descriptions for a conceptual change in thermodynamics. Paper presented at the Third European Symposium on Conceptual Change. June26–28, Turku, Finland.
55. Maloney, D. P., O’kuma, T. L., and Hieggelke, C. J., 2001. Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69: S12–S23.
56. McDermot, L. C., 1991. What we teach and what is learned—closing the gap. American Journal of Physics, 59: 301–315.
57. McDermot, L. C., and Shaffer, P. S., 1992. Research as a guide for curriculum development: an example from introductory electricity. Part I: investigation of student understanding. American Journal of Physics, 60: 994–1002.
58. McMillan, C., and Swadner, M., 1991. Novice use of qualitative versus quantitative problem solving in electrostatics. Journal of Research in Science Teaching, 28: 661–670.
59. Mestre, P. J., 1991. Learning and instruction in pre‐college physical science. Physics Today, 44: 56–62.
60. Metsela, J. L., and Glynn, S., 1996. Teaching with analogies: building on the science textbook. The Reading Teacher, 49: 490–491.
61. Minstrell, J., 1982. Explaining ‘at rest’ condition of an object. The Physics Teacher, 20: 10–14.
62. Muthukrishna, N., Camine, D., Grossen, B., and Miller, S., 1993. Children’s alternative frameworks: should they be directly addressed in science instruction?. Journal of Research in Science Teaching, 30: 233–248.
63. Novak, J. D., 2002. Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86: 548–571.
64. Ohanian, H. C., 1989. Physics, (2nd edn), New York: W.W. Norton & Company.
65. Petersson, G., Description of cognitive development from a constructivist perspective. Paper presented at the Third European Symposium on Conceptual Change. June26–28, Turku, Finland.
66. Piaget, J., 1950. The psychology of intelligence, New York: Harcourt Brace.
67. Posner, G. J., Strike, K. A., Hewson, P. W., and Gertzog, W. A., 1982. Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66: 211–227.
68. Rainson, S., Transtromer, G., and Viennot, L., 1994. Students’ understanding of superposition of electric fields. American Journal of Physics, 62: 1026–1032.
69. Roth, K. J., Conceptual change learning and students processing of science texts. Paper presented at the Annual Meeting of the American Education Research Association. Chicago, IL.
70. Sanger, M. J., and Greenbowe, T. J., 1999. An analysis of college of chemistry textbooks as sources of misconception and errors in electrochemistry. Journal of Chemistry Education, 76(6): 853–860.
71. Savelsberg, E. R, Jong, T., and Ferguson‐Hessler, M. G. M., 2002. Situational knowledge in physics: the case of electrodynamics. Journal of Research in Science Teaching, 29: 928–951.
72. Shayer, M., and Wyllam, H., 1981. The development of the concepts of heat and temperature in 10–13‐year‐olds. Journal of Research in Science Teaching, 18: 419–434.
73. Shipstone, D. M., 1984. A study of children’s understanding of electricity in simple DC circuits. European Journal of Science Education, 6: 185–198.
74. Siegel, A. M., and Lee, J. A. C., ‘But electricity isn’t static’: science discussion, identification of learning issues, and use of resources in a problem‐based learning education course. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. St. Louis, MO.
75. Simanek, D. E., 2002. “ Lets clean up our physics language ”. Available online at: http://www.lhup.edu/∼dsimanek/scenario/physlang.htm (accessed 6 March 2006).
76. Stavy, R., 1991. Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28: 305–313.
77. Stromdahl, H., Restating the concept of alternative frames of reference. Paper presented at the Third European Symposium on Conceptual Change. June26–28, Turku, Finland.
78. Sungur, S., Tekkaya, C., and Geban, Ö., 2001. The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science and Mathematics, 1001: 91–101.
79. Taylor, N., and Coll, R., 1997. The use of analogy in the teaching of solubility to pre‐service primary teachers. Australian Science Teachers Journal, 43: 58–64.
80. Thacker, B. A., Ganiel, U., and Boys, D., 1999. Macroscopic phenomena and microscopic processes: student understanding of transients in direct current electric circuits. American Journal of Physics, 67: S25–S31.
81. Thagard, P., 1991. “ Concepts and conceptual change ”. In Epistemology and cognition, Edited by: Fetzer, J. H., 101–120. Dordrecht: Kluwer.
82. Towbridge, D. E., and McDermott, L. C., 1980. Investigation of student understanding of concept of velocity in one dimension. American Journal of Physics, 48: 1020–1028.
83. Towbridge, D. E., and McDermott, L. C., 1981. Investigation of student understanding of concept of acceleration in one dimension. American Journal of Physics, 49: 242–253.
84. Törnkovist, S., Petterrson, K.‐A., and Tranströmer, G., 1993. Confusion by representation: on student’s comprehension of the electric field concept. American Journal of Physics, 61: 335–338.
85. Van den Berg, E., and Grosheide, W., 1993. “ Electricity at home: remediating alternative conceptions through redefining goals and concept sequences and using auxiliary concepts and analogies in 9th grade electricity education ”. In The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Ithaca, NY: Misconceptions Trust.
86. Vionnet, L., 1979. Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1: 205–221.
87. Vosniadou, S., 1994. Capturing and modelling the process of conceptual change (special issue). Learning and Instruction, 4: 45–69.
88. Wang, T., and Andre, T., 1991. Conceptual change text and application questions versus no questions in learning electricity. Contemporary Educational Psychology, 16: 103–116.
89. White, R. T., 1992. Implications of recent research on learning for curriculum and assessment. Journal of Curriculum Studies, 24: 153–164.
90. Wittrock, M. C., and Alesandrini, K., 1990. Generation of summaries and analogies and analytic and holistic abilities. American Educational Research Journal, 27: 489–502.