The effectiveness of the conceptual change approach, explicit reflective approach, and course book by the ministry of education on the views of the nature of science and conceptual change in light unit

Abstract

The aim of this study was to analyze the effectiveness of the conceptual change approach, explicit reflective approach, and the course book by the Ministry of Education on the views toward the nature of science and conceptual change in the Light unit. Three study groups were selected from several seventh grade classes. Two of the three classes, including 22 students, were assigned to participate in the experimental study group and the other was assigned as a control group. A conceptual change approach was used in one of the groups, whereas explicit reflective approach was used in other one. An open-ended questionnaire on the views of nature of science in conjunction with semi-structured interviews, and the Conceptual Test of Light Unit were used to collect the data. The students' views toward the nature of science were analysed in informed, transitional, and naive categories. The Kruskall-Wallis Test and Wilcoxon signed-rank test were used for the analysis of the conceptual test data. It was determined that the most effective way to teach the nature of science was the conceptual change approach. Three teaching methods contributed positively to the conceptual change about light, but it was found out that the effects of course book of Ministry of Education were not long term. It is recommended that the conceptual change text and concept clipboards should be used together in teaching the nature of science.