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Addressing Pre-Service Teachers' Misconceptions and Promoting Conceptual Understanding through the Conceptual Change Model

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Title: Addressing Pre-Service Teachers' Misconceptions and Promoting Conceptual Understanding through the Conceptual Change Model
Language: English
Authors: Addido, Johannes (ORCID 0000-0002-1297-7826), Burrows, Andrea C. (ORCID 0000-0001-5925-3596), Slater, Timothy F. (ORCID 0000-0002-2086-213X)
Source: Problems of Education in the 21st Century. 2022 80(4):499-515.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Misconceptions, Scientific Concepts, Concept Formation, Concept Teaching, Educational Change, Teaching Models
ISSN: 1822-7864
2538-7111
Abstract: Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers' conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1349304
Database: ERIC
FullText Text:
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  Data: Addressing Pre-Service Teachers' Misconceptions and Promoting Conceptual Understanding through the Conceptual Change Model
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  Data: <searchLink fieldCode="AR" term="%22Addido%2C+Johannes%22">Addido, Johannes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1297-7826">0000-0002-1297-7826</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burrows%2C+Andrea+C%2E%22">Burrows, Andrea C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5925-3596">0000-0001-5925-3596</externalLink>)<br /><searchLink fieldCode="AR" term="%22Slater%2C+Timothy+F%2E%22">Slater, Timothy F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2086-213X">0000-0002-2086-213X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Problems+of+Education+in+the+21st+Century%22"><i>Problems of Education in the 21st Century</i></searchLink>. 2022 80(4):499-515.
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Teaching%22">Concept Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink>
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  Data: Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers' conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics.
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        StartPage: 499
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Misconceptions
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Concept Formation
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      – SubjectFull: Concept Teaching
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      – SubjectFull: Educational Change
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      – SubjectFull: Teaching Models
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