scholarly journals Analyzing the Students' Conceptual Change on Kinetic Theory of Gases as a Learning Effect though Computer Simulations-Assisted Conceptual Change Model

2020 ◽  
Vol 8 (2) ◽  
pp. 425-437
Author(s):  
Achmad Samsudin ◽  
Nurul Azizah ◽  
Dedi Sasmita ◽  
Dr. Rasmitadila ◽  
Mukhammad Aji Fatkhurrohman ◽  
...  
Keyword(s):  
Kinetic Theory ◽  
Conceptual Change ◽  
Computer Simulations ◽  
Learning Effect ◽  
Kinetic Theory Of Gases ◽  
Change Model ◽  
Conceptual Change Model

scholarly journals FACTORS THAT INFLUENCE THE SUCCESS OF CONCEPTUAL CHANGE MODEL (CCM) ON COURSE LEARNING OF MATHEMATICS ELEMENTARY

2018 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Rina Wijayanti ◽  
Dyah Ayu Sulistyaning Cipta
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Conceptual Change ◽  
Error Rate ◽  
Elementary Mathematics ◽  
Cognitive Conflict ◽  
P Value ◽  
Change Model ◽  
Conceptual Change Model

The Course of Mathematics Elementary School is a course intended toprepare university students to become a math teacher in elementary school.The material in Mathematics Study of Elementary School is Integer andFractional. This case study get in Institute of Teacher Education andEducational Science of Budi Utomo Malang. The author teach this materialwith the Conceptual Change Model. Next we want to know the factors thataffect Conceptual Change Model. The sample was taken from 45 students ofMathematics Education and obtained the conclusion of Process ofconceptual changes variable, Cognitive Conflict and Knowledge of the pasthave significant effect on CCM success in elementary mathematics study, itis proved from the value of p value of the three consecutive variables (0.00;0.001 ; 0.034) these three values are <0.05 (5% error rate / alpha).

scholarly journals INVESTIGATING GRADE 10 LEARNERS’ ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL

2014 ◽  
Vol 13 (2) ◽  
pp. 155-164
Author(s):  
Benedict Tlala ◽  
Israel Kibirige ◽  
Joseph Osodo
Keyword(s):  
Conceptual Change ◽  
Traditional Approach ◽  
Pearson Correlation ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Change Model ◽  
Test Analysis ◽  
Rural High Schools ◽  
Quasi Experimental ◽  
Conceptual Change Model

Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners’ achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners’ attitudes towards Life Sciences. Key words: achievement, attitude, conceptual change, misconceptions.

scholarly journals The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

2018 ◽  
Vol 42 ◽  
pp. 00058 ◽  
Author(s):  
I Wayan Santyasa ◽  
I Wayan Sukra Warpala ◽  
I Made Tegeh
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Change ◽  
Conceptual Understanding ◽  
Deep Understanding ◽  
Subject Area ◽  
Senior High School ◽  
Change Model ◽  
Significant Difference ◽  
Conceptual Change Model

Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students’ conceptual understanding and character in the subject area of motion and force. This quasi-experimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students’ conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students’ conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students’ conceptual understanding and character in learning subject area of motion and force.

Confronting and Correcting Misconceptions in Paleontology Through Use of the Conceptual Change Model

2012 ◽  
Vol 12 ◽  
pp. 155-168
Author(s):  
Diane Schmidt ◽  
Michael Savarese
Keyword(s):  
Conceptual Change ◽  
Brain Function ◽  
Gulf Coast ◽  
Change Model ◽  
Traditional Lecture ◽  
Instructional Process ◽  
Florida Gulf Coast ◽  
Challenging Environment ◽  
Undergraduate Programs ◽  
Conceptual Change Model

The Conceptual Change Model (CCM) is an instructional approach that helps students learn by deliberately targeting their misconceptions. The teaching of such paleontological topics as evolution, phylogenetics, and functional morphology—three concept-rich units that are components of any paleontology course—is confounded by ingrained misunderstandings. The inquiry-based CCM was developed to take into account current theories of brain function. It fully supports the National Research Council's standards for inquiry and follows their recommendations for teaching science. The CCM instructional process allows students to: identify their own preconceptions, recognize the wide variety of beliefs held by classmates, confront their misconceptions, revise and reconstruct their ideas, apply their knowledge, and, finally, ask new questions for further study and growth. Implementation of the model provides a socially safe and challenging environment that engages students in ways not possible in traditional lecture settings. The CCM is employed in the upper-division course in paleontology at Florida Gulf Coast University. The principles of the paleontology course supports our marine science, environmental studies, and biology undergraduate programs. At the introduction of each topical unit, a short inquiry-based exercise is implemented both to reveal preconceptions carried by the students and to demonstrate the inconsistencies and problems with those conceptions. This then provides an opportunity to cleanly present the correct rendition of the concept.

Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity

2012 ◽  
Vol 114 (8) ◽  
pp. 1-35
Author(s):  
Douglas Larkin
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Conceptual Change ◽  
Teacher Learning ◽  
Theoretical Framework ◽  
Student Diversity ◽  
Change Model ◽  
Analytic Tool ◽  
Diverse Classrooms ◽  
Conceptual Change Model

Background/Context In regard to preparing prospective teachers for diverse classrooms, the agenda for teacher education research has been primarily concerned with identifying desired outcomes and promising strategies. Scholarship in multicultural education has been crucial for identifying the knowledge, skills, and attitudes needed by teachers to respond to student diversity in a morally and educationally sound manner. Less attention, however, has been paid to the theoretical mechanisms by which preservice and in-service teachers are presumed to change their minds about the meaning of diversity in their classrooms. Current efforts to prepare teachers for diverse classrooms are currently only loosely anchored in the now robust knowledge about how people learn. As a result, many of the strategies deployed by teacher educators toward this end would be greatly strengthened by a theory of conceptual change. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to argue that drawing on the theory of conceptual change as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity. After a description of two traditions of conceptual change learning, the Teaching for Conceptual Change model articulated by Peter Hewson, Michael Beeth, and Richard Thorley is deployed to analyze two different accounts of teacher learning. Research Design This research entails demonstrating the use of the conceptual change framework as an analytic tool for understanding teacher learning. Consequently, this article draws from two different sources of data for this purpose. The first consists of a text content analysis of the opening to Vivian Paley's book, White Teacher. The second uses data from an empirical qualitative study conducted by the author to examine the experiences of a preservice biology teacher over a semester of full-time student teaching. Conclusions/Recommendations The article concludes with a discussion on the conceptual change model as a theoretical framework with explanatory power and outlines the implications for teacher preparation efforts. This view of teacher learning promises a potentially fruitful theoretical framework for explaining those elements of teacher education for diversity that have already demonstrated their power, such as racial autobiographies, cross-cultural tutoring experiences, and various approaches to reflection that are employed in teacher education programs. By bringing the lens of conceptual change theory to examine these practices, we can understand more clearly why they appear to work in some cases and not in others. The conceptual change model of learning, however, suggests that dissatisfaction with one's current conceptions alone may be insufficient for learning. Teachers throughout the professional continuum commonly engage in reflection about their practice, and the present research suggests that the process of articulating and examining statements of these conceptions may represent a powerful tool for professional growth.

scholarly journals MODEL PERUBAHAN KONSEPTUAL DENGAN PENDEKATAN KONFLIK KOGNITIF (MPK-PKK)

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Muh. Makhrus ◽  
Mohamad Nur ◽  
Wahono Widodo
Keyword(s):  
Conceptual Change ◽  
Group Discussion ◽  
Cognitive Conflict ◽  
Learning Model ◽  
Learning Activities ◽  
Change Model ◽  
Applied Learning ◽  
Conceptual Changes ◽  
Abstract Learning ◽  
Conceptual Change Model

Abstrak: Pembelajaran yang telah dialami oleh mahasiswa baik di sekolah menengah maupun di perguruan tinggi masih menyisakan ketidakpahaman konsep dan bahkan miskonsepsi yang kuat. Oleh sebab pembelajaran seharusnya difokuskan pada upaya untuk melakukan perubahan konseptual terhadap konsep-konsep yang masih salah dipahami oleh mahasiswa. Perubahan konseptual tersebut dapat terjadi, jika mahasiswa menyadari adanya ketidaksesuaian antara peristiwa-peristiwa yang pernah dialami dengan ekspektasi intelektual mereka. Kesadaran terhadap adanya ketidaksesuaian tersebut dapat menyebabkan mahasiswa mengalami konflik kognitif dan hal ini merupakan langkah pertama dalam perubahan konseptual, yaitu kesadaran terhadap adanya kontradiksi yang diikuti dengan kesadaran akan adanya kebutuhan untuk melakukan perubahan. Berdasarkan hal tersebut, maka pembelajaran dapat dilakukan dengan menggunakan model perubahan konseptual dengan pendekatan konflik kognitif (MPK-PKK), agar mahasiswa benar-benar menyadari bahwa ada konflik kognitif yang terjadi pada dirinya sehingga proses perubahan konseptual yang diharapkan dapat terjadi. Model pembelajaran ini telah dikembangkan oleh peneliti beserta instrumennya dengan tujuan untuk mengidentifikasi dan menjelaskan kondisi proses berpikir yang harus dimiliki mahasiswa agar terjadi perubahan konseptual, serta untuk mengetahui besarnya konflik kognitif yang terjadi pada mahasiswa pada saat pembelajaran. Model pembelajaran ini telah di validasi pada kegiatan FGD (Focused Group Discussion) yang dilakukan di Pascasarjana Universitas Negeri Yogyakarta (UNY) dan menghasilkan rekomendasi bahwa model ini layak di aplikasikan pada kegiatan pembelajaran di sekolah dan di perguruan tinggi.Kata kunci: Model perubahan konseptual, pendekatan konflik kognitif Abstract: Learning that has been experienced by student in both high school and college still not understanding the concept remains strong and even misconception. Therefore, learning should be focused on efforts to make conceptual changes to the concepts that are still misunderstood by students. The conceptual change can occur, if the student is  of the discrepancy between the events experienced by their intellectual expectations. Awareness of the existence of such mismatch can cause students to experience cognitive conflict and this is  the first step in conceptual change. Based on this, the learning can be done by using a model of conceptual change by cognitive conflict approach (MPK-PKK), so that student truly realize that there is cognitive conflict that occurred to him that the process of conceptual change is expected to occur. This learning model has been developed by researchers and instruments as well as to determine the level of cognitive conflict that occurred in students during a lessons. This learning model has been validated on FGD (Focused Group Discussion) conducted on the Graduate University of Yogyakarta (UNY) and resulted in a recommendation that this model is feasible in applied learning activities in school and in college.Keyword: conceptual change model, cognitive conflict approach

scholarly journals FIFTH GRADE STUDENTS ENGAGED IN A COOPERATIVE LEARNING ENVIRONMENT: EVALUATING THEIR ABILITY TO DETERMINE THE STATUS OF THEIR OWN CONCEPTIONS ABOUT MATTER

COSMOS ◽  
2013 ◽  
Vol 08 (02) ◽  
pp. 167-185 ◽  
Author(s):  
DONNA M. LEWIS ◽  
DAVID F. TREAGUST ◽  
A. L. CHANDRASEGARAN
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Conceptual Change ◽  
Diagnostic Test ◽  
Fifth Grade ◽  
Change Model ◽  
Fifth Grade Students ◽  
The Status ◽  
Post Test ◽  
Conceptual Change Model

This study integrated cooperative learning methods in classroom instruction to investigate the effects on achievement and conceptual change in matter concepts involving 70 fifth grade students after 10 weeks of instruction. Data obtained from the administration of two achievement tests indicated that there were significant differences between the pre-test and post-test mean scores on the Matter Unit Test as well as on the Matter Diagnostic Test. Since the notion of status is fundamental to the Conceptual Change Model (Posner, Hewson, Strike & Gertzog, 1982) this study also investigated the students' ability to determine the status of their own conceptions. Analysis of the students' use of written descriptors provided varied evidence of their ability to use technical language (intelligible, plausible, or fruitful) and effectively determine the status of their own conceptions.

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