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Research in Science & Technological Education Volume 25, 2007 - Issue 2
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Original Articles

Effect of instruction based on conceptual change activities on students’ understanding of static electricity concepts

Mustafa Başer Abant Izzet Baysal University, TurkeyCorrespondence[email protected]
&
Ömer Geban Middle East Technical University, Turkey
Pages 243-267 | Published online: 27 Apr 2007

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Taurayi Willard Chinaka. (2021) The Effect of PhET Simulation vs. Phenomenon-based Experiential Learning on Students’ Integration of Motion Along Two Independent Axes in Projectile Motion. African Journal of Research in Mathematics, Science and Technology Education 25:2, pages 185-196.
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Decha Suppapittayaporn, Narumon Emarat & Kwan Arayathanitkul. (2010) The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand. Research in Science & Technological Education 28:1, pages 63-79.
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Refik Dilber, Ibrahim Karaman & Bahattin Duzgun. (2009) High school students' understanding of projectile motion concepts. Educational Research and Evaluation 15:3, pages 203-222.
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Choksin Tanahoung, Ratchapak Chitaree, Chernchok Soankwan, ManjulaD. Sharma & IanD. Johnston. (2009) The effect of Interactive Lecture Demonstrations on students’ understanding of heat and temperature: a study from Thailand. Research in Science & Technological Education 27:1, pages 61-74.
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Articles from other publishers (32)

Cagatay Pacaci, Ulas Ustun & Omer Faruk Ozdemir. (2023) Effectiveness of conceptual change strategies in science education: A meta‐analysis. Journal of Research in Science Teaching.
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Erdal Taslidere & Bilgetürk Yıldırım. (2022) Effect of Conceptual Change–Oriented Instruction on Students’ Conceptual Understanding and Attitudes Towards Simple Electricity. International Journal of Science and Mathematics Education 21:5, pages 1567-1589.
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Paul van Kampen & Mieke De Cock. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics 5-1 5-24 .
Fauziah Yolviansyah, Juita Siregar & Maison. (2022) The Relationship of Critical Thinking Skills and Misconceptions on Science Learning. Thinking Skills and Creativity Journal 5:2, pages 52-61.
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Nuray Onder-Celikkanli & Mustafa Tan. (2022) Determining Turkish high school students’ misconceptions about electric charge imbalance by using a four-tier misconception test. Physics Education 57:5, pages 055010.
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Eder Hernandez, Esmeralda Campos, Pablo Barniol & Genaro Zavala. (2022) Phenomenographic analysis of students’ conceptual understanding of electric and magnetic interactions. Physical Review Physics Education Research 18:2.
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Maison Maison, M. Hidayat, Dwi Agus Kurniawan, Fauziah Yolviansyah, Rizka Octavia Sandra & Muhammad Iqbal. (2022) How Critical Thinking Skills Influence Misconception in Electric Field. International Journal of Educational Methodology 8:2, pages 377-390.
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Abdeljalil Métioui. (2022) How Elementary Pre-Service Teachers Use Scientific Knowledge to Justify Their Reasoning about the Electrification Phenomena by Friction. Knowledge 2:1, pages 103-115.
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Said DOĞRU. (2021) Conceptual Difficulties Encountered By Science Teacher Candidates In Static Electricity. European Journal of Science and Technology.
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Finja Grospietsch & Jürgen Mayer. (2021) Angebot, Nutzung und Ertrag von Konzeptwechseltexten zu Neuromythen bei angehenden BiologielehrkräftenOffer, Use, and Outcomes of Conceptual Change Texts on Neuromyths Among Pre-service Biology Teachers. Zeitschrift für Didaktik der Naturwissenschaften 27:1, pages 83-107.
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Jared Carpendale & Rebecca Cooper. (2021) Conceptual understanding procedure to elicit metacognition with pre-service physics teachers. Physics Education 56:2, pages 025008.
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Jared Carpendale & Anne Hume. (2020) Content representations to support out-of-field physics teachers. Physics Education 55:6, pages 065021.
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Müge AYGÜN & Mustafa TAN. (2020) Bir Çarpışmada Kütlenin Etki-Tepki Kuvvetlerine Etkisi: Kavram Yanılgısını Ortadan Kaldırmada Kavramsal Değişim Metni ya da Geleneksel Açıklayıcı Metin. Pamukkale University Journal of Education.
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R W Toto, W Kurniawati & A Mustadi. (2019) Enhancing the quality of future teaching practise by increasing scientific attitudes and reducing misconceptions of pre-service elementary school teachers through conceptual change model. Journal of Physics: Conference Series 1280:3, pages 032006.
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Constantina G. Stefanidou, Konstantina D. Tsalapati, Anastasia M. Ferentinou & Constantine D. Skordoulis. (2019) CONCEPTUAL DIFFICULTIES PRE-SERVICE PRIMARY TEACHERS HAVE WITH STATIC ELECTRICITY. Journal of Baltic Science Education 18:2, pages 300-313.
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M Mujasam, A Y T Allo & M Ansaruddin. (2019) The effectiveness of experiment-based student worksheets with map concept in understanding the physics concepts of static fluid materials. Journal of Physics: Conference Series 1157, pages 032023.
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Fatih Önder, Çiğdem Şenyiğit & İlhan Sılay. (2018) Effect of an inquiry-based learning method on students’ misconceptions about charging of conducting and insulating bodies. European Journal of Physics 39:5, pages 055702.
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Shao-Na Zhou & Hua Xiao. (2018) PRE-SERVICE SCIENCE TEACHERS’ PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS. Journal of Baltic Science Education 17:4, pages 649-661.
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Sameer Arabasi. (2018) Educational approach to the wye–delta transformations using simple circuit analysis techniques. The International Journal of Electrical Engineering & Education 55:3, pages 234-243.
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Fikadu Eshetu & Mekbib Alemu. (2018) Students Conception of Voltage and Resistance Concepts after Conventional Instruction. EURASIA Journal of Mathematics, Science and Technology Education 14:7.
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R Hamid & D B Pabunga. (2017) Mapping of Students’ Learning Progression Based on Mental Model in Magnetic Induction Concepts. Journal of Physics: Conference Series 895, pages 012147.
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Gulbin Ozkan & Gamze Sezgin Selcuk. (2016) Facilitating conceptual change in students’ understanding of concepts related to pressure. European Journal of Physics 37:5, pages 055702.
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Ercan Akpınar. (2013) The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching. Journal of Science Education and Technology 23:4, pages 527-537.
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Şengül Atasoy. (2013) Effect of Writing-to-Learn Strategy on Undergraduates’ Conceptual Understanding of Electrostatics. The Asia-Pacific Education Researcher 22:4, pages 593-602.
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Bekele Gashe Dega, Jeanne Kriek & Temesgen Fereja Mogese. (2012) Categorization of Alternative Conceptions in Electricity and Magnetism: the Case of Ethiopian Undergraduate Students. Research in Science Education 43:5, pages 1891-1915.
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Bekele Gashe Dega, Jeanne Kriek & Temesgen Fereja Mogese. (2013) Students' conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching 50:6, pages 677-698.
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Bas Kollöffel & Ton de Jong. (2013) Conceptual Understanding of Electrical Circuits in Secondary Vocational Engineering Education: Combining Traditional Instruction with Inquiry Learning in a Virtual Lab. Journal of Engineering Education 102:3, pages 375-393.
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Douglas Larkin. (2012) Misconceptions about “misconceptions”: Preservice secondary science teachers' views on the value and role of student ideas. Science Education 96:5, pages 927-959.
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Helen S. Apthorp, Charles Igel & Ceri Dean. (2012) Using Similarities and Differences: A Meta‐Analysis of Its Effects and Emergent Patterns. School Science and Mathematics 112:4, pages 204-216.
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Ibtesam Azaiza, Varda Bar, Yaser Awad & Mahmood Khalil. (2012) Pupils’ Explanations of Natural Phenomena and Their Relationship to Electricity. Creative Education 03:08, pages 1354-1365.
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Ersen Çığrık & Remziye Ergül. (2009) The investigation of the effect of simulation based teaching on the student achievement and attitude in electrostatic induction. Procedia - Social and Behavioral Sciences 1:1, pages 2470-2474.
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Haluk Özmen. (2007) The effectiveness of conceptual change texts in remediating high school students’ alternative conceptions concerning chemical equilibrium. Asia Pacific Education Review 8:3, pages 413-425.
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