The Effect of Conceptual Change Texts Enriched With Metaconceptual Processes on Pre-Service Science Teachers’ Conceptual Understanding of Heat and Temperature

Abstract

The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers’ conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers’ conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants’ conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts. Key words: conceptual change text, metaconceptual processes, heat and temperature, pre-service science teachers.

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution

“…Our results strongly support the suggestions of different authors (Gonz alez Galli et al, 2020;Gresch, 2020;Perez et al, 2022) that enabling students through metacognition and self-regulated learning to regulate their intuitive conceptions may improve students' conceptual knowledge. First empirical studies conducted within this framework already produced preliminary evidence supporting this claim (Perez et al, 2022;Wingert et al, 2022), and studies using different types of metaconceptual interventions also found positive effects on students' conceptual knowledge (Duez, 2020;Kirbulut, 2012;Sabancı et al, 2020;Wiser & Amin, 2001;Yürük et al, 2009Yürük et al, , 2011. Through the experimental design of our study, we could identify the instruction on conditional metaconceptual knowledge as an effective tool to develop conceptual knowledge and enable self-regulation of cognitive biases.…”

“…However, causal relationships are unknown, and there are only preliminary answers to whether and which metaconceptual teaching strategies can enhance students' conceptual knowledge. Quasi-experimental and qualitative studies provide preliminary evidence that metaconceptual teaching sequences including various activities (e.g., differentiating between scientific and everyday concepts) can enhance students' conceptual knowledge (Kirbulut, 2012;Sabancı et al, 2020;Wiser & Amin, 2001;Yürük, 2007;Yürük et al, 2009Yürük et al, , 2011, but it still needs to be investigated through controlled experiments to what extent specific types of metaconceptual instruction (e.g., instruction on conditional metaconceptual knowledge) affect the development of conceptual knowledge. Additionally, while many authors embed metaconceptual thinking in models of conceptual change, we suggest that embedding it in the framework presented here (i.e., not attempting to change students' conceptions but helping them to self-regulate their conceptions context-dependently) provides a new perspective for instructional strategies based on self-regulated learning and metacognition, and thus novel strategies from educational psychology.…”

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

“…Many conceptual changes have occurred in the scientific field due to the development of conceptual models. For example, conceptual changing texts (Ozkan & Selcuk, 2016;Yürük & Eroğlu, 2016); cognitive conflict (Labobar et al, 2017;Samsudin et al, 2019), and inquiry learning (Stieff, 2019;Chen et al, 2021); computer simulations (Dega et al, 2013;Fan et al, 2018), and representational (Tytler et al, 2020;Avargil & Saxena, 2023) have all been used as instructional intervention changes to correct students' misconceptions. Nadelson et al (2018) attempt to explain the conceptual change model (CCM) regarding the process of accommodation of conceptual change, which depends on several factors, including students' dissatisfaction with existing ideas (dissatisfaction), understanding of new concepts (clarity), clarity (reasonableness), and usefulness (success).…”

“…Metacognitive skills and motivation are integral components when considering factors that affect the process of conceptual change (Conradty & Bogner, 2016;Taasoobshirazi et al, 2016) after confronting cognitive conflict (Hadjiachilleos et al, 2013;Yürük & Eroğlu, 2016). Promoting students' self-explanations of concepts they encounter daily, arousing their curiosity and interest, and involving them in the learning process can be one way to boost motivation.…”

Pengembangan Strategi Parocs Untuk Mengubah Konsepsi Alternatif Siswa Pada Konsep Kelembaman

“…Keadaan ini dikenal dengan beberapa istilah. salah satunya adalah konsepsi alternatif (Gómez, 2021;Irmak et al, 2022;Yürük & Eroğlu, 2016).…”