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International Journal of Science Education Volume 42, 2020 - Issue 5
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Articles

A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes

Felicity McLureSchool of Education, Curtin University, Perth, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3664-9146
ORCID Icon,
Mihye WonSchool of Education, Curtin University, Perth, AustraliaORCID Iconhttps://orcid.org/0000-0001-8771-7626
ORCID Icon &
David F. TreagustSchool of Education, Curtin University, Perth, AustraliaORCID Iconhttps://orcid.org/0000-0001-5340-0970
ORCID Icon
Pages 703-721 | Received 27 Jun 2019, Accepted 30 Jan 2020, Published online: 09 Feb 2020

Citations (17)

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Read on this site (7)

Felicity McLure, Mihye Won & David F. Treagust. (2023) The productive interplay between student-student and teacher-student dialogic interactions and the affordances of student generated explanatory drawings to understand plate tectonics. International Journal of Science Education 45:18, pages 1552-1570.
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Shen Yong Ho & R. Subramaniam. (2023) Undergraduates’ understanding of selected aspects of linear and circular motion. Research in Science & Technological Education 0:0, pages 1-18.
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Xiaoshan Li, Wenjing Wang & Yanyan Li. (2022) Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education. International Journal of Science Education 44:7, pages 1165-1185.
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Matheus Maximilian Ratz Scoarize, Beatriz Bosquê Contieri, Driele Delanira-Santos, Bárbara Furrigo Zanco & Evanilde Benedito. (2022) An interdisciplinary approach to address aquatic environmental issues with young students from Brazil. International Research in Geographical and Environmental Education 31:1, pages 38-52.
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Felicity McLure, Mihye Won & David F. Treagust. (2021) What students’ diagrams reveal about their sense-making of plate tectonics in lower secondary science. International Journal of Science Education 43:16, pages 2684-2705.
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Georgios Stylos, Aikaterini Sargioti, Dimitrios Mavridis & Konstantinos T. Kotsis. (2021) Validation of the thermal concept evaluation test for Greek university students’ misconceptions of thermal concepts. International Journal of Science Education 43:2, pages 247-273.
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Felicity McLure, Mihye Won & David F. Treagust. (2020) Students’ understanding of the emergent processes of natural selection: the need for ontological conceptual change. International Journal of Science Education 42:9, pages 1485-1502.
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Articles from other publishers (10)

Vesta Aleknavičiūtė, Erno Lehtinen & Ilona Södervik. (2023) Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educational Research Review 41, pages 100556.
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Xiaoshan Li & Chong Peng. (2023) The Role of Communication Media in Argumentative Discourse. Science & Education.
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Xiaoshan Li, Yanyan Li & Wenjing Wang. (2021) Long-Lasting Conceptual Change in Science Education. Science & Education 32:1, pages 123-168.
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Felicity McLure. (2022) The Thinking Frames Approach: Improving High School Students’ Written Explanations of Phenomena in Science. Research in Science Education 53:1, pages 173-191.
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Johannes Addido, Andrea Burrows & Timothy Slater. (2022) The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics. Education Sciences 12:10, pages 696.
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Qing Ye, Rongting Zhou, Muhammad Azfar Anwar, Ahmad Nabeel Siddiquei, Siraj Hussain & Fahad Asmi. (2022) Virtual reality-based learning through the lens of eudaemonic factors: Reflective thinking as a game changer. Thinking Skills and Creativity 45, pages 101103.
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Johannes Addido, Andrea C. Burrows & Timothy F. Slater. (2022) ADDRESSING PRE-SERVICE TEACHERS’ MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL. Problems of Education in the 21st Century 80:4, pages 499-515.
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Felicity McLure, Mihye Won & David F. Treagust. (2021) Analysis of Students’ Diagrams Explaining Scientific Phenomena. Research in Science Education 52:4, pages 1225-1241.
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Zehra Kaya, Osman Nafiz Kaya, Selçuk Aydemir & Jazlin Ebenezer. (2021) Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge. Research in Science Education 52:2, pages 691-723.
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Felicity McLure, Mihye Won & David F. Treagust. (2020) ‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence. Disciplinary and Interdisciplinary Science Education Research 2:1.
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