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

被引：0

作者：

Coruhlu, Tulay Senel ^{[1
]}

Calik, Muammer ^{[2
]}

Cepni, Salih ^{[1
]}

机构：

[1] KTU, Fatih Fac Educ, Dept Sci Educ, Trabzon, Turkey

[2] KTU, Fatih Fac Educ, Dept Primary Teacher Educ, Trabzon, Turkey

来源：

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES | 2012年 / 4卷 / 01期

关键词：

Conceptual change pedagogies; Alternative conceptions; Electricity resistance and current; CHANGE TEXT; CROSS-AGE; CHEMISTRY; SCIENCE; KNOWLEDGE;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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).

引用

页码：141 / 152

页数：12

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