Effect of conceptual change pedagogies on students' alternative conceptions of electricity resistance and electricity current


Coruhlu T. S. , Calik M., ÇEPNİ S.

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, vol.4, no.1, pp.141-152, 2012 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 4 Issue: 1
  • Publication Date: 2012
  • Journal Name: ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES
  • Journal Indexes: Science Citation Index Expanded
  • Page Numbers: pp.141-152

Abstract

The aim of this study is to investigate effect of conceptual change pedagogies on students' alternative conceptions of electricity resistance and electricity current. Within pre-experimental research methodology, this study was conducted with 30 grade 6 students. In collecting data, a questionnaire with 6 two-tier items was employed. This questionnaire was administered as a pre-test before the teaching intervention. After the intervention, the questionnaire was re-administered as a post test. Wilcoxon signed rank test was employed in regard to student total scores of pre- and post-test. The results showed that using different conceptual change strategies was meaningfully effective in eliminating students' alternative conceptions of the concepts 'electricity resistance' and 'electricity current' (z=4.78, p<0.05).