Effect of instruction based on conceptual change text on students' understanding of fluid pressure concept

Ibrahim Karaman

International Journal of Innovation and Learning, 2011, vol. 9, issue 1, 21-34

Abstract: This study was conducted to investigate the effectiveness of conceptual change text-oriented instruction and traditionally designed physics instruction on eighth-grade students' understanding of fluid pressure concept and their attitudes toward physics as a school subject. Misconceptions related to fluid pressure concept were determined by related literature on this subject. Accordingly, the fluid pressure concepts test was developed. The data were obtained through 30 students in the experimental group taught with learning activities based on conceptual change instruction, and 32 students in control group followed traditional classroom instruction. The results showed that conceptual change text-oriented instruction caused significantly better acquisition of conceptual change of fluid pressure concept than the traditional instruction. Furthermore, treatment difference did not indicate a significant effect on students' attitudes toward physics as a school subject.

Keywords: conceptual change; fluid pressure; middle school; misconceptions; student comprehension; text-oriented instruction; physics; traditional classroom instruction; tests; learning activities; school subjects; science teaching; Turkey; secondary education; innovation. (search for similar items in EconPapers)
Date: 2011
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