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Mulhall, Pamela; McKittrick, Brian; Gunstone, Richard

doi:10.1023/a:1013154125379

Cited by 73 publications

(23 citation statements)

References 23 publications

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“…The current research was conducted on direct current electric circuit which is highly abstract and complex (Mulhall et al, 2001;Taber, Trafford &Teresa, 2006). Students at all ages and levels have many learning difficulties and misconceptions even after formal instructions (Engelhardt & Beichner, 2004;Jaakkola & Nurmi, 2008;McDermott & Shaffer, 1992;Mulhall et al, 2001;Peşman & Eryılmaz, 2010).…”

Section: Study Topicsmentioning

confidence: 99%

“…Students' understanding of key concepts related to science topics has been an interesting research area and it has been investigated by researchers in physics education (Mulhall, McKittrick & Gunstone, 2001). It is accepted that students come to the classes with a range of informal ideas and most of them are different from scientific conceptions (Hammer, 1996;Heller & Finley, 1992;Jaakkola & Nurmi, 2008;Treagust & Duit, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Effect of Conceptual Change Oriented Instruction on Students’ Conceptual Understanding and Decreasing Their Misconceptions in DC Electric Circuits

Taşlıdere¹

2013

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The purpose of this study was twofold: first to investigate the effect of conceptual change oriented instruction accompanied by concept cartoon worksheet with simulation on students’ conceptual understanding and second to remedy their misconceptions of direct current electric circuits. Participants were 139 pre-service science teachers from four intact classes. A quasi-experimental design was used in the study. The experimental group studied the concept with the application of concept cartoon worksheet and simulation, and the control group studied it with traditional instruction. Students’ conceptual understanding and misconceptions were measured by a tree-tired misconception test. It was administered as pre-and-posttest. There was no significant difference between the means of pre-test scores of experimental and control groups. The main effect of treatment on post-test scores was examined via ANCOVA with pre-test scores used as covariate. The frequency of each misconception was calculated for both groups, from pre to post-tests regarding all tiers of items. The analysis yielded a significant treatment effect on students’ post-test performances. The findings indicated that the conceptual change oriented instruction accompanied by concept cartoon worksheet and simulation is likely to be effective for conceptual understanding and decreasing most of students’ misconceptions in direct current electric circuits.

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Section: Study Topicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of Conceptual Change Oriented Instruction on Students’ Conceptual Understanding and Decreasing Their Misconceptions in DC Electric Circuits

Taşlıdere¹

2013

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“…Oppimisen kannalta on haaste, että teknologiset käsitteet ovat oppilaista usein abstrakteja ja vaikeita ymmärtää (Mulhall, McKittrick & Gunstone, 2001). Oppilailla on myös vaikeuksia arvioida teknisiä ratkai-5 suja (Björkholm, 2014).…”

Section: Teknologian Oppiminen Toiminnallisestiunclassified

Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä

Lindfors¹,

Pirttimaa²

2018

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“…Daar word verwag dat die inhoud en pedagogie op areas van wanopvatting toegespits moet wees. Die studie van gelykstroomelektrisiteit word vanaf laerskool tot universiteit bestudeer en is dus 'n ideale onderwerp omdat daar baie wanopvattings bestaan (Tsai et al 2007;Engelhardt & Beichner 2004;Mulhall, McKittrick & Gunstone 2001). Gelykstroomelektrisiteit is ook 'n baie belangrike konsep vir voornemende wetenskaponderwysers om te onderrig omdat hulle dit prakties kan demonstreer.…”

Section: Inleidingunclassified

The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity

Edwards

Grange

2017

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers.

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Untitled

Cited by 73 publications

References 23 publications

Effect of Conceptual Change Oriented Instruction on Students’ Conceptual Understanding and Decreasing Their Misconceptions in DC Electric Circuits

Effect of Conceptual Change Oriented Instruction on Students’ Conceptual Understanding and Decreasing Their Misconceptions in DC Electric Circuits

Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä

The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity

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