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, ss.729-742, 2011 (SCI İndekslerine Giren Dergi) identifier identifier

  • 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.

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.