Skip to main content
SpringerLink
Log in

A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of “Sound Propagation”

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

The purpose of this study was to compare different conceptual change methods within a topic on ‘sound propagation’. The study was conducted with 80 grade 5 students (aged 11–12 year old) drawn from four cohort classes in an elementary school on the north coast of Black Sea Region in Turkey. While one class was assigned as a control group, the others formed experimental groups (one with a conceptual change text, one with analogies presented as computer animations and one with a combination of conceptual change text, analogies and computer animations). A questionnaire with 10 two-tier questions was administered as a pretest a week before the teaching intervention, and the same test was re-administered immediately after the intervention as a post-test. The questionnaire was also employed as a delayed post-test 3 weeks after the teaching intervention. The experimental groups performed significantly better in the post-test that the control group (p < 0.05). Within the experimental groups, the group exposed to a combination of the conceptual change text, analogies and computer animations performed best on the post-test and the delayed post-test (p < 0.05). Overall the study indicated that the intervention that employed the entire suite of conceptual change pedagogies produced the best learning outcomes.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Ametller J, Pinto R (2002) Students’ reading of innovative images of energy at secondary school level. Int J Sci Educ 24(3):285–312

    Article  Google Scholar 

  • Aubusson P, Watson K, Brown G (1998) Enhancing lower secondary science. University Western Sydney, Penrith, NSW

    Google Scholar 

  • Barman CR, Barman NS, Miller JA (1996) Two teaching methods and students’ understanding of sound. School Sci Math 96(2):63–67

    Google Scholar 

  • Baviskar SN, Hartle RT, Whitney T (2009) Essential criteria to characterize constructivist teaching: derived from a review of the literature and applied to five constructivist-teaching method articles. Int J Sci Educ 31(4):541–550

    Article  Google Scholar 

  • Beaty WJ (2001). Children’s misconceptions about science. Retrieved 13 May 2008 from http://www.amasci.com/miscon/opphys.html

  • Brinda T (2004) Integration of new exercise classes into the informatics education in the field of object-oriented modelling. Educ Info Technol 9(2):117–130

    Article  Google Scholar 

  • Brown DE (1993) Refocusing core intuitions: a concretizing role for analogy in conceptual change. J Res Sci Teach 30:1273–1290

    Article  Google Scholar 

  • Brown DE, Clement J (1989) Overcoming misconceptions by analogical reasoning: abstract transfer versus explanatory model construction. Instr Sci 18:237–261

    Article  Google Scholar 

  • Burke KA, Greenbowe TJ, Windschitl MA (1998) Developing and using conceptual computer animations for chemistry instruction. J Chem Educ 75(12):1658–1661

    Article  Google Scholar 

  • Çalık M (2011) How did creating a constructivist learning environment influence my graduate students’ views? Energy Educ Sci Technol Part B Soc Educ Stud 3(1):1–13

    Google Scholar 

  • Çalık M, Ayas A (2005) A comparison of level of understanding of grade 8 students and science student teachers related to selected chemistry concepts. J Res Sci Teach 42(6):638–667

    Article  Google Scholar 

  • Çalık M, Ayas A, Coll RK (2007) Enhancing pre-service primary teachers’ conceptual understanding of solution chemistry with conceptual change text. Int J Sci Math Educ 5(1):1–28

    Article  Google Scholar 

  • Çalık M, Ayas A, Ebenezer JV (2009) Analogical reasoning for understanding solution rates: students’ conceptual change and chemical explanations. Res Sci Technol Educ 27(3):283–308

    Article  Google Scholar 

  • Çalık M, Ayas A, Coll RK (2010a) Investigating the effectiveness of usage of different methods embedded with four-step constructivist teaching strategy. J Sci Educ Technol 19(1):32–48

    Article  Google Scholar 

  • Çalık M, Kolomuç A, Karagölge Z (2010b) The effect of conceptual change pedagogy on students’ conceptions of rate of reaction. J Sci Educ Technol 19:422–433

    Article  Google Scholar 

  • Çepni S (2009) Effects of computer supported instructional material (CSIM) in removing students misconceptions about concepts: “Light, light source and seeing”. Energy Educ Sci Technol Part B Soc Educ Stud 1:51–83

    Google Scholar 

  • Chambers SK, Andre T (1997) Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. J Res Sci Teach 34(2):107–123

    Article  Google Scholar 

  • Chambliss MJ (2001) Analyzing science textbook materials to determine how “persuasive” they are. Theory Prac 40(4):255–264

    Article  Google Scholar 

  • Chiu MH, Lin JW (2002) Using multiple analogies for investigating fourth graders’ conceptual change in electricity. Chin J Res Sci Educ 10:109–134

    Google Scholar 

  • Choi K, Chang H (2004) The effects of using the electric circuit model in science education to facilitate learning electricity-related concepts. Journal of the Korean Physical Society 44(6):1341–1348

    Google Scholar 

  • Clement J (1983) A conceptual model discussed by Galileo and used intuitively by physics students. In: Gentner D, Stevens AL (eds) Mental models. Lawrence Erlbaum, Hillsdale, NJ, pp 325–340

    Google Scholar 

  • Clement J (1987) The use of analogies and anchoring intuitions to remediate misconceptions in mechanics. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC

  • Coll RK, France B, Taylor I (2005) The role of models/and analogies in science education: implications from research. Int J Sci Educ 27(2):183–198

    Article  Google Scholar 

  • Coombs EC (2007). Investigating student understanding of sound as a longitudinal wave. Unpublished Master Thesis, The University of Maine, Orono, ME

  • Dagher ZR (1995) Analysis of analogies used by science teachers. J Res Sci Teach 32(3):259–270

    Article  Google Scholar 

  • Demirci N, Çirkinoğlu A (2004) Determining students’ preconceptions/misconceptions in electricity and magnetism concepts. J Turkish Sci Educ 1(2):116–138

    Google Scholar 

  • Demircioğlu H, Demircioğlu G, Çalık M (2009) Investigating effectiveness of the storylines embedded within context based learning: a case for the periodic table. Chem Educ Res Prac 10:241–249

    Article  Google Scholar 

  • Dole JA (2000) Readers, texts and conceptual change learning. Read Writ Q 16:99–118

    Article  Google Scholar 

  • Duit R (1991) On the role of analogies and metaphors in learning science. Sci Educ 75(6):649–672

    Article  Google Scholar 

  • Duit R (1994) Research on students’ conceptions-developments and trends. In: Pfundt H, Duit R (eds) Bibliography: students’ alternative frameworks and science education, 3rd edn. University of Kiel, Kiel, Germany, pp xxii–xlii

    Google Scholar 

  • Eshach H, Schwartz JL (2006) Sound stuff? Naive materialism in middle-school students’conceptions of sound. Int J Sci Educ 28:733–764

    Article  Google Scholar 

  • Fensham PJ (1992) Science and technology. In: Jackson PW (ed) Handbook of research on curriculum. Macmillan, New York, pp 789–829

    Google Scholar 

  • Fensham PJ, Gunstone RF, White RT (1994) The content of science: a constructivist approach to its teaching and learning. Falmer Press, London

    Google Scholar 

  • Frederik I, Van Der Valk T, Leite L, Thorén I (1999) Pre-service physics teachers and conceptual difficulties on temperature and heat. Eur J Teach Educ 22(1):61–74

    Article  Google Scholar 

  • Glynn SM (1989) The teaching with analogies model: explaining concepts in expository texts. In: Muth KD (ed) Children’s comprehension of narrative and expository text: research into practice. International Reading Association, Newark, DE, pp 185–204

    Google Scholar 

  • Gökdere M, Çalık M (2010) A cross-age study of Turkish students’ mental models: an “Atom” concept. Didactica Slovenica-Pedagoska Obzorja 25(2):185–199

    Google Scholar 

  • Guzzetti BJ, Williams WO, Skeels SA, Wu SM (1997) Influence of text structure on learning counterintuitive physics concepts. J Res Sci Teach 34(7):701–719

    Article  Google Scholar 

  • Hapkiewicz A (1992) Finding a list of science misconceptions. MSTA Newslett 38:11–14

    Google Scholar 

  • Harrison AG, Coll RK (2007) Analogies for science teachers. Corwin, Thousand Oaks, CA

    Google Scholar 

  • Harvey LC, Hodges LC (1999) The role of multiple teaching strategies in promoting active learning in organic chemistry. Chem Educ 4(3):89–93

    Article  Google Scholar 

  • Havu-Nuutinen S (2007) Young children’s conceptions of temperature and thermometer. Int J Learn 14(9):93–101

    Google Scholar 

  • Hırça N, Çalık M, Akdeniz F (2008) Investigating grade 8 students’ conceptions of ‘energy’ and related concepts. J Turkish Sci Educ 5(1):76–89

    Google Scholar 

  • Hrepic Z (1998) Students’ conceptions in understanding of sound. Unpublished Bachelor’s Thesis, University of Split, Croatia

  • Hrepic Z (2002) Identifying students’ mental models of sound propagation. Unpublished Master’s thesis, Kansas State University, Manhattan

  • Hrepic Z (2004) Development of a real-time assessment of students’ mental models of sound propagation. Unpublished Doctoral dissertation, Kansas State University, Manhattan

  • Hrepic Z, Zollman D, Rebello S (2002) Identifying students models of sound propagation. In: Franklin S, Marx J, Cummings K (eds) Proceedings of 2002 physics education research conference. PERC Publishing, Boise, Idaho

    Google Scholar 

  • Huddle PA, White MW, Rogers F (2000) Simulations for teaching chemical equilibrium. J Chem Educ 77(7):920–926

    Article  Google Scholar 

  • Hynd C (2001) Persuasion and its role in meeting educational goals. Theory Prac 40(4):270–277

    Article  Google Scholar 

  • Jones MG, Rua MJ, Carter G (1998) Science teachers’ conceptual growth within vygotsky’s zone of proximal development. J Res Sci Teach 35(9):967–985

    Article  Google Scholar 

  • Kaya ON (2008) A student-centered approach: assessing the changes in prospective science teachers’ conceptual understanding by concept mapping in a general chemistry laboratory. Res Sci Educ 38:91–110

    Article  Google Scholar 

  • Lautrey J, Mazens K (2004) Is children’s naive knowledge consistent? A comparison of the concepts of sound and heat. Learn Instr 14(4):399–423

    Article  Google Scholar 

  • Mazens K, Lautrey J (2003) Conceptual change in physics: children’s naive representations of sound. Cogn Dev 18(2):159–176

    Google Scholar 

  • McColl P (2003) A curriculum design framework for science education based on the history of science. Unpublished PhD thesis, University of Melbourne, Australia

  • Menchen KVP, Thompson JR (2004) Students understanding of sound propagation: research and curriculum development. In: Marx J, Heron P, Franklin S (eds) Physics education research conference proceedings. American Institute of Physics, New York, pp 81–84

    Google Scholar 

  • Merino MJ (1998) Some difficulties in teaching the properties of sounds. Phys Educ 33(2):101–104

    Article  Google Scholar 

  • Moore T, Harrison A (2004) Floating and sinking: everyday science in middle school. Retrieved 20 Jan 2008 from http://www.aare.edu.au/04pap/moo04323.pdf

  • Mueller A, Le Clair M, Kechaidis M, Swain W, Macdonald J (2004) Playing with pitch: exploring and investigating the science of sound. Sci Act 40(4):11–20

    Article  Google Scholar 

  • Murphy PK (2001) What makes a text persuasive? Comparing students’ and experts’ conceptions of persuasiveness. Int J Educ Res 35(7–8):675–698

    Article  Google Scholar 

  • Niaz M (2008) Whither constructivism?—A chemistry teachers’ perspective. Teach Teach Educ 24(2):400–416

    Article  Google Scholar 

  • Oliva MJ (2003) The structural coherence of students’ conceptions in mechanics and conceptual change. Int J Sci Educ 25(5):539–561

    Article  Google Scholar 

  • Özsevgeç T (2006) Determining effectiveness of student guiding material based on the 5E model in “force and motion” unit. J Turkish Sci Educ 3:121–134

    Google Scholar 

  • Özsevgeç T (2010) Computer literacy of Turkish preservice teachers in different teacher training programs. Asia-Pacific Education Review. Published Online First at http://www.springerlink.com/content/g1451036k42h520v/fulltext.pdf

  • Palmer DH (2003) Investigating the relationship between refutational text and conceptual change. Sci Educ 87:663–684

    Article  Google Scholar 

  • Periago C, Pejuan A, Jaén X, Bohigas X (2009) Misconceptions about the propagation of sound waves. Paper presented at European association for education in electrical and information engineering annual conference, Universitat Politècnica de València, València

  • Robson C (1998) Real word research. Blackwell Publishers Ltd., Oxford, UK

    Google Scholar 

  • Rowlands S, Graham T, Berry J, McWilliams P (2007) Conceptual change through the lens of Newtonian mechanics. Sci Educ 16:21–42

    Article  Google Scholar 

  • Russell JW, Kozma RB, Jones T, Wykoff J, Marx N, Davis J (1997) Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts. J Chem Educ 74:330–334

    Article  Google Scholar 

  • Sağlam M (2006) An investigation of guide material development and its affectiveness according to 5E model for the sound and light unit. Unpublished Doctoral Dissertation, Karadeniz Technical University, Trabzon

  • Şahin Ç, Çalık M, Çepni S (2009) Using different conceptual change methods embedded within 5E model: a sample teaching of liquid pressure. Energy Educ Sci Technol Part B Soc Educ Stud 1(3):115–125

    Google Scholar 

  • Salgut B (2007) The effects of computer assisted instruction along with internet for 5th grade primary school students acquisition in science and tecnology lessons light and voice unit. Unpublished Master Thesis, Çukurova University, Adana

  • Sanger MJ, Greenbowe TJ (1997) Student misconceptions in electrochemistry: current flow in electrolyte solutions and the salt bridge. J Chem Educ 74(7):819–823

    Article  Google Scholar 

  • Scott PH, Asoko HM, Driver RH (1992) Teaching for conceptual change: a review of strategies. In: Duit R, Goldberg F, Niedderer H (eds) Research in physics learning: theoretical issues and empirical studies. Proceedings of an International Workshop. IPN, Kiel, Germany, pp 310–329

    Google Scholar 

  • Taber KS (2001) The mismatch between assumed prior knowledge and the learner’s conceptions: a typology of learning impediments. Educ Stud 27(2):159–171

    Article  Google Scholar 

  • Tasker R, Dalton R (2006) Research into practice: visualisation of the molecular world using animations. Chem Educ Res Prac 7(2):141–159

    Article  Google Scholar 

  • Taylor N, Coll R (1997) The use of analogy in the teaching of solubility to pre-service primary teachers. Aust Sci Teach J 43(4):58–64

    Google Scholar 

  • Teichert MA, Stacy AM (2002) Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas. J Res Sci Teach 39(6):464–496

    Article  Google Scholar 

  • Treagust DF, Harrison AG, Venville GJ (1998) Teaching science effectively with analogies: an approach for pre-service and in-service teacher education. J Sci Teacher Educ 9(2):85–101

    Article  Google Scholar 

  • Tsai CC (1999) Overcoming junior high school students’ misconceptions about microscopic views of phase change: a study of an analogy activity. J Sci Educ Technol 8:83–91

    Article  Google Scholar 

  • Widodo A, Duit R, Müller C (2002) Constructivist views of teaching and learning in practice: teachers’ views and classroom behaviour. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), New Orleans

  • Wittmann MC, Steinberg RN, Redish EF (2003) Understanding and addressing student reasoning about sound. Int J Sci Educ 25(8):991–1013

    Article  Google Scholar 

  • Yurd M, Olgun ÖS (2008) Effect of problem based learning and know-want-learn strategy to remove misconceptions. Hacettepe Univ J Educ 35:386–396

    Google Scholar 

  • Zeitoun HH (1984) Teaching scientific analogies: a proposed model. Res Sci Technol Educ 2(2):107–127

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Primary Teacher Education, Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey

    Muammer Çalik

  2. Department of Science Education, Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey

    Murat Okur

  3. School of Education, University of New England, Arimidale, NSW, Australia

    Neil Taylor

Authors
  1. Muammer Çalik
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Murat Okur
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Neil Taylor
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Muammer Çalik.

Appendices

Appendix 1: Some Examples of Items in the Questionnaire

figure a

Appendix 2: Conceptual Change Text

figure b

Mehmet enrolled in Söğütlü Primary School did his assignments carefully at weekend and looked over pages of scientific news at a well-known newspaper. During this reading, he noticed interesting news of dolphins which propagates sound waves to identify place, distance and size of their hunts. Further, they can communicate with each other using sound waves. It is the first time that Mehmet have just perceived sound propagation in liquid medium since he assumed that sound could not travel through liquid medium. Then, he looked for an interesting film in TV Schedule in the newspaper and decided to watch ‘Starwars’ because Mehmet likes space films. When Mehmet was watching the Starwars film, he was impacted from sounds of explosions, collisions, fighting in space. When Mehmet went to his bed, he was suddenly confused with a question ‘since there is no particle in space, how did astronauts hear sounds of explosions, collisions, space shuttle’s engine at space’. When he was falling into sleep, he heart sounds of slippers but everybody was sleeping and all lamps had turned off. He tried to find source of sound and acquired that this sound was coming from upstairs neighbours. Even though Mehmet did not hear their speaking very well, he was able to hear sounds of their slippers. In the morning, as soon as Mehmet went to the school, he shared these experiences with his teacher. His teacher stated that sound cannot travel through space (vacuum) since there is no particle. In other words, sound cannot propagate without particles, unfortunately, film directors generally disregard these features to enhance enthusiasms of audience. Also, the teacher pointed out that in the case of the sounds of slippers, the heart sounds of slippers moving on solid medium while he did not hear sounds of upstairs neighbours talking into gases medium. This means that phase of matter influences sound propagation. The more particles are located side by side, the more sound propagation occurs rapidly. Similarly, sounds of dolphins illustrate how to happen sound propagation in liquid medium. Finally, his teacher implied that since distance between particles in phases of matter is differ from each other, sound propagation in solid medium is the best in all phases. Then, liquid medium and gases medium are lined up consecutively. Because there is no particle in space (vacuum) medium, no sound propagation takes place in space (vacuum).

Appendix 3: Cargo Analogy Activity

  1. 1)

    Please divide into three groups (Group A with 10 students, Group B with 5 students and Group C with 2 students) to visualize the cargo analogy activity

  2. 2)

    Locate two desks in mid of the classroom for each student group—distance between desks should be the same

  3. 3)

    Line up in order of side by side for each student group

  4. 4)

    Put twenty textbooks on one of the desks

  5. 5)

    You should move them from one desk to the other within 20 s when time commences.

  6. 6)

    In each group, the students move all textbooks hand by hand

  7. 7)

    In Group A, during moving the textbooks, the students should also vibrate slowly and record how many textbooks transferred from one desk to another?

  8. 8)

    In Group B, during moving the textbooks, the students should walk step by step and record how many textbooks transferred from one desk to another?

  9. 9)

    In Group C, during moving the textbooks, the students should walk step by step faster than do Group B and record how many textbooks transferred from one desk to another?

  10. 10)

    Please locate again two desks where there is no student and record how many textbooks transferred from one desk to another?

  11. 11)

    Please fill in the following chart in regard to the number of textbooks you moved

     

    Case

    Second

    The number of textbooks you moved

    Group A

    20

    		 

    Group B

    20

    		 

    Group C

    20

    		 

    Two desks where there is no student

    20

    		 
  12. 12)

    Now please compare each case with each other by taking into account ‘sound propagation’ concept

  13. 13)

    Please explain what happened the number of the moved textbooks on two desks where there was no student? Defend your response

  14. 14)

    Do you have any idea about what each case meet in science? Defend your response

Appendix 4: Analogical Mapping of the Cargo Analogy and Sound Propagation in Different Cases

 

Analogue Feature

Comparison

Target Feature

Moving textbooks hand by hand from one desk to another one

Compared with

Sound propagation

Slowly vibrations of the students in Group A

Compared with

Vibrations of solid particles

Student walking step by step in Group B

Compared with

Behaviours of liquid particles

Student walking step by step faster than do Group B

Compared with

Behaviours of gases particles

No moving textbooks hand by hand from one desk to another one where there is no student

Compared with

Case of space or vacuum where there is no particles transferring sound propagation

The number of student in Group A

Compared with

Particles of solid matter where they are located side by side

The number of student in Group B

Compared with

Particles of liquid matter where the distance between particles is higher than that of solid matter

The number of student in Group C

Compared with

Particles of gases matter where the distance between particles is the highest value in phases of matter

One desk on the textbooks

Compared with

Source of sound

Empty desk

Compared with

Receiver of sound

Student number per volume

Compared with

Particles number per volume (particle density). That is, even though the number of particles in phases of matter is the same, particle density changes in regard to phase of matter.

Student

Does not compare to

Particles because we cannot see them by naked eyes

Moving textbooks hand by hand from one desk to another one

Does not compare to

Sound propagation because it is more complex than the cargo analogy the students played

Same distance between desks

Does not compare to

Distance between particles in phases of matter because it changes in regard to phase of matter

Student walking step by step in Group B and C

Does not compare to

Behaviours of liquid and gases particles because they also have different motion, i.e. spin and rotation, in regard to phase of matter

A decrease in the number of students in cases of solid, liquid, gases and space (vacuum), respectively

Does not compare to

The number of particles because the number of particles is the same in phases of matter number. But the distance between them and particle density changes in regard to phase of matter.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Çalik, M., Okur, M. & Taylor, N. A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of “Sound Propagation”. J Sci Educ Technol 20, 729–742 (2011). https://doi.org/10.1007/s10956-010-9266-z

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-010-9266-z

Keywords

Search

Navigation