Conceptual change framework of ınstruction (CCFI): An ınstructional model in teaching eclipses: Research Article

Naomi Madaiton; Maria Eloiza Tomaquin; Eric Jhay Visitacion; Jenny Rhea Villaver; Jea Marie Malingin; Sherwin Nacua; Dharel Acut; Marchee Picardal

doi:10.36681/

Authors

Naomi B. Madaiton Cebu Normal University https://orcid.org/0000-0002-7791-1131
Maria Eloiza C. Tomaquin Cebu Normal University https://orcid.org/0000-0001-6738-9629
Eric Jhay S. Visitacion Cebu Normal University https://orcid.org/0000-0002-2983-7571
Jenny Rhea D. Villaver Cebu Normal University
Jea Marie M. Malingin Cebu Normal University https://orcid.org/0000-0003-0961-1310
Sherwin B. Nacua Cebu Normal University https://orcid.org/0000-0002-9866-4977
Dharel P. Acut Sotero B. Cabahug FORUM for Literacy; Cebu Normal University https://orcid.org/0000-0002-9608-1292
Marchee T. Picardal Cebu Normal University https://orcid.org/0000-0002-7257-6776

DOI:

https://doi.org/10.36681/

Keywords:

Conceptual change, instructional model , conceptual understanding, science education, astronomy education

Abstract

A wide array of conceptual change strategies attempted to address students' persistent alternative conceptions, yet there remained ubiquitous struggles of teachers teaching abstract and highly contentious science concepts. This study investigated the effectiveness of the novel Conceptual Change Framework of Instruction (CCFI) in teaching eclipses among Grade 7 learners (n:40) in a private school in Cebu, Philippines. Using an embedded mixed-method design, a pretest-posttest method with the integration of a two-phased semi-structured interview with students measured the extent of the effect of an intervention on students’ understanding, conception, and learning experiences. Quantitative results suggested that students’ level of understanding significantly improved after exposure to the instructional model, as evident in their mean gain scores. Students in the experimental group scored above the passing grade compared to those in the control group. Moreover, thematic analysis revealed that students’ demonstrated a conceptual change in their conceptions of eclipses from naïve understanding to scientifically accurate concepts. They also signified the efficacy of the CCFI in facilitating positive learning experiences through various engaging teaching strategies. Thus, science teachers may consider the use of CCFI among the array of instructional models in teaching science concepts to enhance conceptual understanding and positive learning experience.

Downloads

Download data is not yet available.

Author Biographies

Naomi B. Madaiton, Cebu Normal University

College of Teacher Education
Maria Eloiza C. Tomaquin, Cebu Normal University

College of Teacher Education
Eric Jhay S. Visitacion, Cebu Normal University

College of Teacher Education
Jenny Rhea D. Villaver, Cebu Normal University

College of Teacher Education
Jea Marie M. Malingin, Cebu Normal University

College of Teacher Education
Sherwin B. Nacua, Cebu Normal University

College of Teacher Education
Dharel P. Acut, Sotero B. Cabahug FORUM for Literacy; Cebu Normal University

Science Coordinator, High School Department; College of Teacher Education
Marchee T. Picardal, Cebu Normal University

Professor, College of Teacher Education

References

Acut, D.P. & Latonio, R.A.C. (2021). Utilization of stellarium-based activity: its effectiveness to the academic performance of Grade 11 STEM strand students. Journal of Physics: Conference Series,

(1), 012082. https://doi.org/10.1088/1742-6596/1835/1/012082

Adkins, S. (2020, June 28). What is the purpose of instructional materials? https://askinglot.com/whatis-the-purpose-of-instructional-materials

Alparslan C., Tekkaya, C., & Geban, O. (2010). Using the conceptual change instruction to improve learning. Journal of Biological Education, 37(3), 133-137. https://doi.org/10.1080/00219266.2003.9655868

Antonio, R. P., & Prudente, M. S. (2021). Metacognitive Argument-Driven Inquiry in Teaching

Antimicrobial Resistance: Effects on Students’ Conceptual Understanding and Argumentation Skills. Journal of Turkish Science Education, 18(2), 192-217.

Bailey, J. M. (2011). Astronomy education research: Developmental history of the field and summary of the literature. Commissioned paper for the National Research Council Board on Science Education’s Committee on the Status, Contributions, and Future Directions of Discipline Based Education Research.

Bakouli, V., & Jimoyiannis, A. (2016). Concept mapping as cognitive tool in science education: An analysis of students’ learning using SOLO taxonomy. Recent Advances in Science and Technology

Education, Ranging from Modern Pedagogies to Neuroeducation and Assessment, Cambridge

Scholars Publishing.

https://www.researchgate.net/publication/327252136_Concept_mapping_as_cognitive_tool_in_ science_education_An_analysis_of_students'_learning_using_SOLO_taxonomy

Barnett, M., Keating, T., Barab, S. A., & Hay, K. E. (2013). Conceptual change through building threedimensional virtual models. Proceedings of the Fourth International Conference of the

Learning Sciences, pp. 134-141.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.379.3834&rep=rep1&type=pdf

Barnett, M., & Morran, J. (2002). Addressing children's alternative frameworks of the moon's phases and eclipses. International Journal of Science Education, 24(8), 859-879. https://doi.org/10.1080/09500690110095276

Bernstein, J. (2013). Exploring Children’s Conceptual Development: An Examination of How Children Learn

Astronomy from Reported Access to Related Materials, Experiences, and Conversations to Initial Understandings. https://digitalcommons.calpoly.edu/psycdsp/39

Bryce, T. G. K.; Blown, E. J. (2012). The Novice-Expert Continuum in Astronomy Knowledge.

International Journal of Science Education, 34(4), 545–587. https://doi.org/10.1080/09500693.2011.642325

Byrne, J., & Humble, Á. M. (2007). An introduction to mixed method research. Atlantic Research Centre For Family-Work Issues, 1, 1-4.

Comins, N. F. (2001). Heavenly errors: Misconceptions about the real nature of the universe. Columbia University Press. https://www.jstor.org/stable/10.7312/comi11644

Çil, E. (2014). Teaching nature of science through conceptual change approach: conceptual change texts and concept cartoons. Journal of Baltic Science Education, 13(3), 339. http://oaji.net/articles/2015/987-1437678975.pdf

DeHaan, R. L. (2005). The impending revolution in undergraduate science education. Journal of Science Education and Technology, 14(2), 253-269. https://doi.org/10.1007/s10956-005-4425-3

Dorsah, P., & Okyer, M. (2020). Cultural factors affecting the teaching and learning of some science concepts. European Journal of Education Studies, 7(7).

Djudin, T. (2021). Promoting students’ conceptual change by integrating the 3-2-1 reading technique with refutation text in the physics learning of buoyancy. Journal of Turkish Science Education, 18(2), 290-303.

Gafoor, K. A., & Akhilesh, P. T. (2010). Strategies for Facilitating Conceptual Change in School. Physics. Online Submission, 3(1), 34-42. http://dx.doi.org/10.46827/ejes.v7i7.3159

Hernik, J., & Jaworska, E. (2018). The effect of enjoyment on learning. Proceedings of INTED 2018 Conference, pp. 0508-0514. https://library.iated.org/view/HERNIK2018EFF

Kaçar, S., & Balım, A. G. (2021). Investigating the effects of argument-driven inquiry method in science course on students’ levels of conceptual understanding. Journal of Turkish Science Education, 18(4), 816-845.

Karslı, F., & Patan, K. K. (2016). Effects of the context-based approach on students' conceptual understanding: “the umbra, the solar eclipse and the lunar eclipse”. Journal of Baltic Science Education, 15(2), 246. http://journals.indexcopernicus.com/abstract.php?icid=1202150

Kavanagh C., Agan L. &Sneider C. (2005). Learning about Phases of the Moon and Eclipses: A Guide for Teachers and Curriculum Developers. The Astronomy Education Review, 1(4),19-52. http://www.if.ufrgs.br/~fatima/trabalhos/fasesdalua/7-2-2.pdf

Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia-Social and Behavioral Sciences, 15(1), 515-519. https://doi.org/10.1016/j.sbspro.2011.03.133

Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. Arlington: NSTA Press, National Science Teachers Association.

Layng, T. V. J. (2013). Understanding concepts: Implications for science teaching. Eschool News: Daily Tech

News & Innovation, 1-12.

https://www.researchgate.net/publication/311379149_Understanding_Concepts_Implications_f or_Science_Teaching

Mills, S. (2016). Conceptual understanding: A concept analysis. The Qualitative Report, 21(3), 546. https://doi.org/10.46743/2160-3715/2016.2308

Moser, T. & Chen, V .(2016). What is Conceptual Understanding? Getting Smart.

https://www.gettingsmart.com/2016/08/what-is-conceptual-understanding/

NASA. (2017). Eclipse: Misconceptions.https://eclipse2017.nasa.gov/eclipse-misconceptions

Pena, B. M., & Quilez, G. M. J., (2001) The importance of images in astronomy education. International Journal of Science Education, 23(11), 1125-1135. https://doi.org/10.1080/09500690110038611

Picardal, M. T. (2019). Does Conceptual Change Process of Instruction Promote Scientific Understanding of Biological Evolution? Liceo Journal of Higher Education Research, 15(2). http://asianscientificjournals.com/new/publication/index.php/ljher/article/view/1326

Prather, E. E., Slater, T. F., Adams, J. P., Bailey, J. M., Jones, L. V., & Dostal, J. A. (2004). Research on a lecture-tutorial approach to teaching introductory astronomy for non–science majors. Astronomy Education Review, 3(2). https://www.per-central.org/items/Load.cfm?ID=15084

Pundak, D. (2016). Evaluation of conceptual frameworks in astronomy. Problems of Education in the 21st Century, 69, 57. http://journals.indexcopernicus.com/abstract.php?icid=1199766

Richardson, J.C., & Swan K. (2013). An Examination of Social Presence in Online Courses in

Relation to Students' Perceived Learning and Satisfaction. Journal of Asynchronous Learning Network, 7(1). http://dx.doi.org/10.24059/olj.v7i1.1864

Şeker, R., & Kartal, T. (2017). The effect of computer-assisted instruction on students’ achievement in science education. Turkish Journal of Education, 6(1), 17-29.

Shatri, Z. G. (2020). Advantages and disadvantages of using information technology in learning process of students. Journal of Turkish Science Education, 17(3), 420-428.

Slater, E. V., Morris, J. E., & McKinnon, D. (2018). Astronomy alternative conceptions in pre-adolescent students in Western Australia. International Journal of Science Education, 40(17), 2158-2180. https://doi.org/10.1080/09500693.2018.1522014

Slater, T. F., & Gelderman, R. (2017). Addressing students’ misconceptions about eclipses. The Physics Teacher, 55(5), 314-315. https://doi.org/10.1119/1.4981046

Supriatna, U., Samsudin, A., & Efendi, R. (2019). Teaching solar system topic through Predict ObserveExplain-Apply (POEA) strategy: A path to students’ conceptual change. TADRIS: Jurnal

Keguruan dan Ilmu Tarbiyah, 4(1), 1-15. https://doi.org/10.24042/tadris.v4i1.3658

Syuhendri, S. (2017). A learning process based on conceptual change approach to foster conceptual change. Newtonian mechanics. Journal of Baltic Science Education, 16 (2), 228. http://oaji.net/articles/2017/987-1497156471.pdf

Taber, K. S. (2019). The Nature of the Chemical Concept: Re-constructing Chemical Knowledge in Teaching and Learning (Vol. 3). Royal Society of Chemistry. https://doi.org/10.1039/9781788013611

Vosniadou, S., & Mason, L. (2012). Conceptual change induced by instruction: A complex interplay of multiple factors. In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors. (pp. 221-246). American Psychological Association. https://psycnet.apa.org/doi/10.1037/13274-009

Weerasinghe, I.MS. & Fernando R.L.S. (2017). Student Satisfaction with Online Learning: Is it a Psychological Contract. American Journal of Educational Research, 5(5), 533–539.

Yalcin, F. A., Yalcin, M., & Isleyen, T. (2012). Pre-Service Primary Science Teachers’ Understandings of the Moon's Phases and Lunar Eclipse. Procedia Social and Behavioral Sciences, 55, 825-834. https://doi.org/10.1016/j.sbspro.2012.09.569

Yıldız-Feyzioğlu, E., & Demirci, N. (2021). The effects of inquiry-based learning on students’ learner autonomy and conceptions of learning. Journal of Turkish Science Education, 18(3), 401-420.