• Pattamaporn PimthongEmail author
  • Naruemon Yutakom
  • Vantipa Roadrangka
  • Sudjid Sanguanruang
  • Bronwen Cowie
  • Beverley Cooper


The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching activities not only challenged and encouraged students’ conceptual change but also indicated that teachers needed to develop their content knowledge and teaching strategies. The participants developed more scientific conceptions and were able to apply these in appropriate contexts. This study illustrates how a conceptual change approach can be accomplished in the Thai context.

Key words

conceptual change matter and its properties primary level 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Andersson, B. (1990). Pupils’ conceptions of matter and its transformations (age 12–16). Studies in Science Education, 18, 53–85.CrossRefGoogle Scholar
  2. Bar, V. & Galili, I. (1994). Stages of children’s view about evaporation. International Journal in Science Education, 16(2), 157–174.CrossRefGoogle Scholar
  3. Beeth, M. E. (1998). Teaching science in fifth grades: Instructional goals that support conceptual change. Journal of Research in Science Teaching, 35(10), 1091–1101.CrossRefGoogle Scholar
  4. Bell, B. (1993). Children’s sciences, constructivism and learning in science. Melbourne, Victoria, Australia: Deakin University.Google Scholar
  5. Bennett, J. (2003). Teaching and learning science. London: Continuum.Google Scholar
  6. Bryman, A. (2003). Social research methods. Oxford, UK: Oxford University Press.Google Scholar
  7. Chantanapitan, T. (1997). Misconceptions of molecule of Mathayomsuksa five science program students in the seventh group of secondary school center in Bangkok. Thesis, Kasetsart University, Bangkok.Google Scholar
  8. Cosgrove, M. & Osborne, R. (1981). Physical change. LIPS working paper 26. Hillcrest, New Zealand: University of Waikato.Google Scholar
  9. Dahsha, C. R., Coll, S., Sung-ong, N., Yutakom & Sanguanruang, S. (2008). Enhancing grade 10 Thai students’ stoichiometry understanding and ability to solve numerical problems via a conceptual change perspective. Journal of Science and Mathematics Education in S.E. Asia, 35(10), 1–43.Google Scholar
  10. Duit, R. & Treagust, F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.CrossRefGoogle Scholar
  11. Duit, R. (1999). Conceptual change and contextualization. In W. Schnotz, Vosniadou & M. Carretero (Eds.), Advances in learning and instruction series: New perspectives on conceptual change (pp. 263–282). Amsterdam, The Netherlands: Pergamon.Google Scholar
  12. Duveen, J. & Solomon, J. (1994). The great evolution trial: Use of role-play in the classroom. Journal of Research in Science Teaching, 31(5), 575–582.CrossRefGoogle Scholar
  13. Franco, C. & Colinvaux, D. (2001). Grasping mental model. In J. Gilbert, C. Boulter & R. Elmer (Eds.), Developing models in science education (pp. 93–118). Boston: Kluwer Academic.Google Scholar
  14. Hallden, O. (1999). Conceptual change and contextualization. In W. Schnotz, Vosniadou & M. Carretero (Eds.), Advances in learning and instruction series: New perspectives on conceptual change (pp. 53–65). Amsterdam, The Netherlands: Pergamon.Google Scholar
  15. Harlen, W. (1999). Effective teaching of science: A review of research. Glasgow: The Scottish Council for Research in Education.Google Scholar
  16. Harrison, A. & Treagust, D. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science & Education, 84(3), 352–381.CrossRefGoogle Scholar
  17. Hewson, P. & Hewson, M. (1992). The status of students’ conceptions. In R. Duit, F. Goldberg & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 59–73). Kiel, Germany: Institute for Science Education.Google Scholar
  18. Hewson, W., Beeth, E. & Thorley, R. (1998). Teaching for conceptual change. In G. Tobin & B. Fraser (Eds.), International handbook of science education (pp. 199–218). Dordrecht, The Netherlands: Kluwer Academic.Google Scholar
  19. Institute of Promotion Teaching for Science and Technology (2002). Science standard learning management manual. Bangkok, Thailand: Curu Sapa.Google Scholar
  20. Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D. & Blakeslee, T. D. (1993). Changing middle school students’ conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249–270.CrossRefGoogle Scholar
  21. Muangsing, W. (1993). Students’ alternative conceptions about genetics and the use of teaching strategies for conceptual change. Thesis, University of Alberta, Edmonton.Google Scholar
  22. Nieswandt, M. (2001). Problem and possibilities for learning in an introductory course from a conceptual change perspective. Science & Education, 85(2), 158–179.CrossRefGoogle Scholar
  23. Office of the National Education Commission (2000). Learning reform: A learner-centered approach. Bangkok: Watna Panit.Google Scholar
  24. Pintrich, P. R., Marx, R. W. & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.Google Scholar
  25. Pireto, T., Watson, J. & Dillon, J. (1992). Pupils’ understanding of combustion. Research in Science Education, 22, 331–340.CrossRefGoogle Scholar
  26. Posner, G., Strike, K., Hewson, P. & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science & Education, 66, 211–227.CrossRefGoogle Scholar
  27. Radcliffe, M. (1998). ASE guide to secondary science education. Hatfield, UK: Stanley Thornes.Google Scholar
  28. Roger, S. & Evans, J. (2008). Inside role-play in early childhood education. New York: Routledge.Google Scholar
  29. Sangaunsin, K. (2005). Student conceptions in the state of substances and the change in the state of substances in upper primary level. Thesis, Kasetsart University, Bangkok.Google Scholar
  30. Savanakunanon, Y. (1993). Children’s ideas about matter. Research, Rachaphat Institute Song-Kla, Song-Kla.Google Scholar
  31. Seddigi, Z. & Overton, T. (2003). How students perceive group problem solving: The case of non-specialist chemistry class. Chemistry education: research and practice, 4(3), 387–395.Google Scholar
  32. Sinatra, G. M. & Pintrich, P. R. (2002). Intentional conceptual change. Mahwah, NJ: Erlbaum.Google Scholar
  33. Stavy, R. (1990). Children’s conception of changes in state of matter: From liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247–266.CrossRefGoogle Scholar
  34. Strike, K. & Posner, G. (1985). A conceptual change view of learning and understanding. In H. West & L. Pines (Eds.), Cognitive structure and conceptual change (pp. 211–231). New York: Academic Press.Google Scholar
  35. Strike, K. & Posner, G. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamiltionn (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 147–176). Albany, NY: State University of New York Press.Google Scholar
  36. Tyson, L. M., Venville, G. J., Harrison, A. G. & Treagust, D. F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science & Education, 81, 387–404.CrossRefGoogle Scholar
  37. Tytler, R. (2003). The influence of primary children’s ideas in science on teaching practice. Journal of Research in Science Teaching, 37(4), 363–385.Google Scholar
  38. Vosniadou, S. & Ioannides, C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20(10), 1213–1230.CrossRefGoogle Scholar
  39. Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45–70.CrossRefGoogle Scholar
  40. Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 377–405). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  41. Wellington, J. & Osborne, J. (2001). Language and literacy in science education. Buckingham, UK: Open University Press.Google Scholar

Copyright information

© National Science Council, Taiwan 2011

Authors and Affiliations

  • Pattamaporn Pimthong
    • 1
    Email author
  • Naruemon Yutakom
    • 2
  • Vantipa Roadrangka
    • 2
  • Sudjid Sanguanruang
    • 2
  • Bronwen Cowie
    • 3
  • Beverley Cooper
    • 3
  1. 1.Khon Kaen UniversityKhon KaenThailand
  2. 2.Kasetsart UniversityChatuchakThailand
  3. 3.University of WaikatoHamiltonNew Zealand

Personalised recommendations