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Models of Teaching for Conceptual Understanding and the Effects on Learning Science Concepts.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Models of Teaching for Conceptual Understanding and the Effects on Learning Science Concepts./
作者:	Addido, Johannes.
面頁冊數:	1 online resource (157 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9798363548970

Models of Teaching for Conceptual Understanding and the Effects on Learning Science Concepts.
Addido, Johannes.

Models of Teaching for Conceptual Understanding and the Effects on Learning Science Concepts. - 1 online resource (157 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ph.D.)--University of Wyoming, 2022.

Includes bibliographical references

Teaching science concepts for conceptual understanding has its challenges. Promoting conceptual change in the science classroom can be difficult because most concepts are complicated and counter-intuitive. This dissertation research aimed to determine the effect of teaching for conceptual understanding models on pre-service teachers' conceptual understanding and grade 8 science students in five different countries. The analysis revealed a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. The results supported the effectiveness of the conceptual change model, CCM, in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The second study investigated the effectiveness of the CCM in addressing pre-service elementary teachers' misconceptions and promoting conceptual understanding of electrostatics. The results showed that the CCM moderately correlated with participants' conceptual understanding of electrostatics. The third study examined the usage of teaching for conceptual understanding practices and its effects on students' science achievement scores across five industrialized countries. TIMSS 2015 and 2019 data were used to investigate eighth-grade science teachers' use of teaching for conceptual understanding practices. However, the statistical analysis showed that teaching for conceptual understanding had a negative effect on students' science achievement in most of the countries used in the study. This research contributes to the literature on the effect of the conceptual change model and teaching for conceptual understanding on learning science concepts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798363548970Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

Conceptual understandingIndex Terms--Genre/Form:

554714
Electronic books.

Models of Teaching for Conceptual Understanding and the Effects on Learning Science Concepts.
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