Conceptual change texts were more effective than traditional teaching across the nine concepts, though the democracy concept remained difficult¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Per-item analysis showed CCT teaching was more effective for all nine concepts, but experimental students still had difficulty with democracy and control students with republic, democracy, government/state and central administration. → Dağdelen and Kosterelioglu 2015

Evidence¶

Dağdelen and Kosterelioglu 2015¶

Orhan Dağdelen, İlker Kösterelioğlu. (2015). Effect of Conceptual Change Texts for Overcoming Misconceptions in “People and Management” Unit. International Electronic Journal of Elementary Education, 8(1), 99-112. https://eric.ed.gov/?id=EJ1078838

q2 · i? · causal · r2

Descriptive per-item percentage analysis of misconception frequencies (Table 6) across the nine concepts in both groups. The article also states teaching with CCTs "was more effective in teaching concepts" compared to traditional methods, and reports a significant increase in the experimental group in all items other than one democracy question.

"Table 6 presents that students in experimental group still have difficulty in learning democracy concept and control group students have difficulty with the following concepts: republic, democracy, government/state and central administration."

Discussion¶

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — a broader claim this one bears on
• Fourth graders taught with conceptual change texts scored significantly higher on the post-test than peers taught with traditional methods — possibly the same claim (merge candidate)