This study is a two part research project that describes and evaluates the efforts of the researcher to bring change in Cyprus' educational system, in the field of simple electric circuits. The objective of the first part was the assessment and evaluation of Cypriot STVE students' perceptions about simple electric circuits. The objective of the second part was to measure the effectiveness that conceptual change model-based instructional activities designed by the researcher had on changing students' misconceptions about simple electric circuits towards scientifically accepted ideas. Transformative mixed methods research design was used consisting mainly from an one-group pre-test post-test design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2 as a research instrument, while interviews and field notes were used for triangulation. The findings showed that there was a significant improvement in students' understanding of simple electric circuit concepts that were taught using conceptual change model-based instructional activities. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students&amp / #8217 / understanding of solubility equilibrium concept. In addition, students&amp / #8217 / attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students&amp / #8217 / science process skills were also investigated. 125 tenth grade students from four classes of a chemistry course taught by three teachers in Kocatepe Mimar Kemal High School in 2004-2005 spring semesters were enrolled in the study. Quasi-experimental research design where intact groups were randomly assigned to experimental and control groups, was applied since it was difficult to arrange students randomly to experimental and control groups. Students in experimental group instructed by conceptual change approach in which conceptual change texts were used. On the other hand, in control group students were instructed by traditionally designed chemistry instruction. Solution concept test was administered as a pre test before the study to all groups. In addition, science process skill test and attitude scale toward chemistry as a school subject were also administered to students before the study. Solubility equilibrium concept test was administered as a post test to all groups. Moreover, each group also received attitude scale toward chemistry after the treatment and the students in experimental group also received attitude scale toward conceptual change texts after the treatment. The hypotheses were tested by using correlation analysis, t-test, ANOVA and analysis of covariance (ANCOVA). The results indicated that instruction based on conceptual change approach caused significantly better acquisition of concepts related to solubility equilibrium than the traditionally designed chemistry instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. However, significant mean difference was found between male and female students with respect to both their attitudes toward chemistry and their attitudes toward CCTs. Moreover, no relationship was obtained between attitudes toward CCTs and understanding of solubility equilibrium concept. In addition, students&amp / #8217 / science process skills and prior achievements were strong predictor of understanding of concepts related to solubility equilibrium. On the other hand, no significant effect of interaction between gender difference and treatment with respect to both students&amp / #8217 / understanding of solubility equilibrium concept and their attitudes toward chemistry as a school subject was found. Results obtained revealed that students have several misconceptions that hinder learning, related to solubility equilibrium concept. Therefore, it is important to find ways for remediation of those misconceptions. Therefore, the effectiveness of instruction based on CCA in which CCTs were used in this study on remediation of misconceptions and enhancing understanding of solubility equilibrium concept compared to instruction based on traditional methods was investigated and instruction based on CCA was found more effective.

ABSTRACT EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ON OVERCOMING STUDENTS&#039 / MISCONCEPTIONS OF ELECTRIC FIELD, ELECTRIC POTENTIAL AND ELECTRIC POTENTIAL ENERGY AT TENTH GRADE LEVEL VATANSEVER, Orhan MS, Department of Secondary Science and Mathematics Education Supervisor: Dr. Mehmet Sancar December 2006, 107 pages The purpose of this study was to investigate the effectiveness of the conceptual change text based instruction over traditionally designed physics instruction to overcome tenth grade students&amp / #8217 / misconceptions on electric field, electric potential and electric potential energy concepts. To provide conceptual change, conceptual change texts (CCT) were developed by the researcher. An Electric Potential and Electric Potential Energy Concept Test (EPEPECT) which consists of 10-items was developed and used to examine students&amp / #8217 / probable misconceptions. Physics Attitude Scale (PATS) was administered to the students to obtain valid information concerning how conceptual change text based instruction effect students&amp / #8217 / attitudes toward physics. The subjects of this study included two tenth grade level classes from TED Ankara College Private High School in Ankara, Turkey, and a total of 37 students&amp / #8217 / scores were used for the statistical analysis. Students from one of the classes that were randomly assigned participated in traditional instruction and referred as the control group. Students from the other class participated in CCT based instruction and referred as the experimental group. EPEPECT and PATS had been administrated to both groups on two different occasions as pretest and posttest. According to the results of the study, statistically significant differences were found between conceptual change instruction and traditional method. Students taught with CCI showed a better scientific conception related to electric field, electric potential and electric potential energy and elimination of misconceptions than the students taught with traditionally designed physics instruction (TDPI). However, CCI did not increase the students&amp / #8217 / attitudes toward physics as school subject more than TDPI did. That is, conceptual change instruction was not effective in improving positive attitudes toward physics.

The purpose of this study was to investigate the effects of conceptual change text oriented instruction accompanied by demonstrations in small groups (CCTI) on ninth grade students&rsquo / achievement and understanding levels of ecology, attitudes towards biology, and attitudes towards environment. The instruments used in this study were the Test of Ecological Concepts (TEC), the Attitude Scale towards Biology (ASB), the Attitude Scale towards Environment (ASE), and the Test of Logical Thinking (TOLT). All data were collected from the public high school in Balikesir in the Spring Semester of 2001-2002. 88 students from four classes and two teachers were included in this study. Two of the classes were called control group and two of them were called experimental group. While the TEC, ASE and ASB were administered to all of the students as pre- and post-tests, the TOLT were conducted as pre-test. Data related to the TEC, ASB, and ASE were analyzed by multivariate analysis of covariance (MANCOVA). The results of the MANCOVA showed that there was significant effect of the treatment which was the conceptual change texts oriented instruction accompanied by demonstrations in small groups on the TEC, while there were no significant effect of the treatment on the attitudes towards biology and attitudes towards environment.

This study attempts to discern if geologic time is a threshold concept for student understanding of evolutionary theory. A threshold concept enables the learner to unpack other concepts because of its importance in thought construction. In this study three teachers and ten sections of biology were investigated from the same high school. Each teacher used the same activities, in the same sequence, and with identical evaluation methods. Students in the treatment group covered a unit on geologic time prior to completing course work on evolutionary theory. Student misconceptions in both control and treatment groups were assessed using a composite concept inventory administered post and prior to the study. Statistical analysis conducted revealed no statistical evidence to support the contention that the treatment method was more effective than traditional methods of teaching evolution. It was found that students agreed significantly more with evolution post study in both treatment and control groups.

This dissertation presents a phenomenographic case study of a senior physics professor during and beyond an extended collaboration with a science education professor from a College of Education. The context for the collaboration is the co-teaching of a physics course for graduate students in a Masters of Teaching program at a research university in the southeastern US. The course was focused on physics content and the pedagogy of teaching for conceptual change. The purpose of this study is to investigate from a physics professor’s perspective the progression of his conceptions and practices regarding teaching for conceptual change over the duration of the collaboration and beyond. Prior research indicates that such change is a difficult and complex process requiring a transformative, personal experience. Collaboration between science departments and Colleges of Education has been identified as a key opportunity for transformative experiences, but research on the resulting changes is limited. Questions addressed by this study include (a) what is the evidence of change in a physics professor’s conceptions of teaching for conceptual change, (b) what is the evidence of change in a physics professor’s practices of teaching for conceptual change, (c) what are the learning environment characteristics identified by the physics professor that either facilitated or hindered changes in his conceptions and/or practices in teaching for conceptual change. The primary data were interviews with the physics professor integrated with direct classroom observations. Emergent categories of how the physics professor conceived and practiced teaching for conceptual change showed a progression over time toward a more expert view on teaching for conceptual change. Key factors identified in the physics professor’s progression are: 1) his motivation to become a more effective teacher, 2) the expertise of the science education professor, and 3) the way the collaboration developed. Limiting factors identified include: 1) time pressure for content coverage, 2) difficulty in translating change to other contexts, and 3) unsupportive external environments.

The purpose of this study was to field test a two-tiered instrument including multiple-choice and short answer tasks to assess college students’ ideas and level of understanding in genetics. The instrument was constructed from previously tested assessment tasks and findings from the current research literature. Ninety-seven freshmen enrolled in a biology lab course were surveyed. Test validity and reliability were measured using Chronbach coefficients. Multiple-choice and short answer responses were analyzed using descriptive statistics to identify frequencies of answer selections. Written responses were independently evaluated using a five-point scoring rubric by three researchers to identify common misconceptions revealed in students’ written responses. A purposeful stratified sample of 15 students was selected across low, middle, and high performance on the instrument for individual interviews. Findings revealed that undergraduates have a variety of ideas concerning gene concepts. While the instrument revealed student conceptual difficulties, there also were issues with previously tested survey items. The findings suggest students possess superficial understanding regarding transcription and translation. Students also hold hybrid conceptual models of gene structure and function. The paper presents a critique of the instrument and discusses the broader impacts to teaching and learning college biology. Recommendations for improving assessment techniques also are discussed.

<p>This thesis examines how pupils in the upper level of compulsory school learn about environmental issues and related theoretical concepts in an instruction employing an investigative approach and thematically organised content. The results of the study give reason to question some central arguments supporting these designs of instruction. Additionally, and primarily, these results contribute to research on concept formation. An understanding of pupils’ difficulties in learning theoretical concepts as a problem of contextualization is derived, representing an alternative to the influential view in which pupils’ difficulties are seen as a problem of conceptual change.</p><p>Three case studies carried out within the pupils’ regular instruction are presented. The empirical material consists of recorded conversations, observational notes and the pupils’ own written material.</p><p>The first study shows that the pupils experience difficulty in distinguishing among the different meanings attached to individual concepts in various conceptual contexts. This implies that pupils are often unable to identify the meaning relevant to the specific environmental problem on which they are working. The second study shows that the pupils do not make the connection between theoretical concepts and practical activities, as intended in instruction. Instead, they interpret the concepts within separate practical contexts, i.e. interpretative contexts other than the theoretical contexts. Finally, the third study demonstrates that the context for a pupil’s investigation changes as the pupil’s values concerning the environmental issues are brought to the fore. Thus, the outcome indicates that contextualization is a main factor in pupils’ learning of theoretical concepts. It is shown that the pupils’ understanding of theoretical concepts is dependent on their contextualizations of these concepts, both with regard to different conceptual contexts and with regard to different levels within a context. It is also demonstrated that emotions play a part in pupils’ learning by determining into which context pupils choose to enter.</p>

Cette recherche a pour objectif principal l'étude de l’impact de l'intégration d'outils informatiques et de la pédagogie par résolution de problèmes à l'enseignement de la neurophysiologie. La première partie de la thèse porte sur l'enseignement de la notion de la neurotransmission en classe de terminales Scientifiques : analyse épistémologique et historique du concept, étude des programmes et des manuels scolaires. Dans la deuxième partie, une analyse des conceptions des élèves de terminale concernant la transmission du message nerveux au niveau de la synapse a été effectuée. Dans une troisième partie des situations didactiques ont été conçues et testées : par résolution de problème et par des simulations informatisées. Les résultats de la recherche tendent à prouver que l’intégration des simulations informatisées ou la pédagogie par résolution des problèmes dans l'enseignement de la neurophysiologie augmente l’efficacité de l’enseignement du concept de la neurotransmission, et que par contre, la pédagogie par résolution de problèmes semble être une alternative plus efficace pour le changement conceptuel / This search aims to study the impact of the integration of computing tools and the pedagogy by resolution of problems in the teaching of the neurophysiology. The first part of the thesis concerns neurotransmission’s teaching in final year of secondary school: epistemological analysis, history of neurotransmission concept and analysis of the programs and the textbooks. The second part interests the pupils’ conceptions concerning the transmission of the nervous message in the synapse. In the third part didactic situations were conceived and tested: situation using PBL and simulations. The results of the search tend to prove that the integration of the simulations or the pedagogy by PBL increases the efficiency of the teaching of the concept of the neurotransmission, and that on the other hand, the pedagogy by PBL seems to be a more effective alternative

The central concern of this thesis is to discuss interpretations of learning in educational research. A point of departure is taken in core epistemological and ontological assumptions informing three major approaches to learning: behaviourism, cognitive constructivism and socioculturalism. It is argued that all three perspectives provide important insights into research on learning, but each alone runs the risk of reducing learning and interpretations of learning to single aspects. Specific attention is therefore given to Intentional Analysis, as it has been developed to account for sociocultural aspects that influence learning and individual cognition. It is argued that interpretations of learning processes face challenges, different kinds of holism, underdetermination and the complexity of intentionality, that need to be accounted for in order to make valid interpretations. Interpretation is therefore also discussed in light of philosopher Donald Davidson’s theories of knowledge and interpretation. It is suggested that his theories may provide aspects of an ontological and epistemological stance that can form the basis for interpretations of learning in educational research. A first brief sketch, referred to as ‘epistemic holism’, is thus drawn. The thesis also exemplifies how such a stance can inform empirical research. It provides a first formulation of research strategies – a so-called ‘interpretative holism’. The thesis discusses what such a stance may imply with regard to the nature and location of knowledge and the status of the learning situation. Ascribing meaning to observed behaviour, as it is described in this thesis, implies that an action is always an action under a specific description. Different descriptions may not be contradictory, but if we do not know the learner’s language use, we cannot know whether there is a difference in language or in beliefs. It is argued that the principle of charity and reference to saliency, that is, what appears as the figure for the learner, may help us decide. However, saliency does not only appear as a phenomenon in relation to physical objects and events, but also in the symbolic world, thus requires that the analysis extend beyond the mere transcription of an interview or the description of an observation. Hence, a conclusion to be drawn from this thesis is that the very question of what counts as data in the interpretation of complex learning processes is up for discussion. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p>