Effects of conceptual change pedagogy on achievement by high ability integrated science students on energy concepts

Abstract

Strands of evidence from research on science teaching support the use of conceptual change pedagogy for teaching science at the primary and secondary school levels (grades 1-12). This model emphasizes the determination of students' alternative conceptions and organizing a conducive learning environment for negotiation between the students and their teachers.Meaningful learning of science takes place within this type of learning environment. Despite this, there is the need to investigate the efficacy of this model for each of the levels of the various characteristics of students. This study, therefore, sought to find out if high achievers in integrated science taught using conceptual change pedagogy will achieve significantly better than their counterparts taught through the expository strategy. A total of 100 (54 boys, 46 girls) junior secondary school (grade 8) high achievers took part in this study. Using a non-equivalent control group design, the experimental group was taught energy concepts using conceptual change pedagogy while a second group was taught using expository method.No statistically significant difference was found between the two groups in cognitive achievement. But a significant difference was found in affective achievement between the two groups. The implications of the findings for integrated science teaching and further research are drawn.

Effect of a Constructivist Instructional Strategy on Affective Outcomes by Integrated Science Students

“…The results of the study (see Tables 4 and 5) indicate that the strategy improved affective achievement significantly [F (1,191) = 69.378, p < 0.05]. This result agrees with the findings of similar studies (Chang, 2000;Chang and Bell, 2002;Ndioho, 2007;Igwebuike & Oriaifo, 2012;Igwebuike, 2012). In particular, Chang (2000), and Chang and Bell (2002) found that the strategy improved students' perceptions of interest, satisfaction, enjoyment and achievement, willingness to attend, listen to the lesson and participate in discussions; and increased learning commitment out of class.…”

“…This is because, it is expected that learners with better perceptions of interests, satisfaction etc will achieve better than their counterparts that do not have good perceptions of these affects. This observation however, is not supported by Igwebuike's (2012) study. More studies are needed to improve our knowledge of this phenomenon.…”

“…Igwebuike and Oriaifo (2012) provide evidence to support the use of conceptual change pedagogy for boosting affective outcomes among students in non-conducive psychosocial classroom environments. Igwebuike (2012) attempted to assess the efficacy of this strategy on affective outcome but these studies were single variable studies. They suggested, following Walberg's (1970) exposition that each of the predictor variables of learning outcomes may be necessary but insufficient by itself for classroom learning to occur.…”

Do they know that they know? EFL learners’ attitude towards concept mapping in listening comprehension

“…While using concept mapping strategies, the learner tries to access their background knowledge by sorting them in classified ordination. This process helps the learner to retrieve memorized knowledge (Beyerbach & Smith, 1990;Chang, Sung, & Chen, 2001Conradty & Bogner, 2012;Erdogan, 2009;Igwebuike, 2012;Novak, 1990;Novak, Bob Gowin, & Johansen, 1983;Tripto, Assaraf, & Amit, 2013;Tzeng, 2010;Yen, Lee, & Chen, 2012).…”