Conceptual change programs are teaching programs that aim to help students change their misconceptions or faulty mental models of specific concepts. Such programs have been implemented in a variety of educational settings, including K-12 classrooms, colleges and universities, and informal education environments. In this article, we will provide an overview of conceptual change programs and the research on their effectiveness. We will also discuss some of the key factors that influence the success of conceptual change programs and their implications for teaching practice.
What are conceptual change programs?
Conceptual change programs are instructional interventions designed to help students revise their existing mental models of specific concepts. Mental models are the mental representations that individuals use to make sense of the world around them. These mental models are often based on prior experiences and knowledge, and may not always align with scientific or correct understanding of the concepts. As a result, students may hold misconceptions or faulty mental models that hinder their ability to learn and apply scientific principles.
Conceptual change programs aim to help students identify and replace their misconceptions with accurate and scientifically accepted concepts. This is achieved through various instructional strategies, including providing students with direct instruction on the correct concept, challenging students’ existing misconceptions, and encouraging students to engage in active learning experiences.
Effectiveness of conceptual change programs
Research has shown that conceptual change programs can be effective in helping students improve their understanding of scientific concepts. In a meta-analysis of 23 studies on conceptual change programs, Posner et al. (1982) found that such programs were effective in improving students’ conceptual understanding of science, with an average effect size of 0.86. Similarly, Duit and Treagust (2003) conducted a meta-analysis of 50 studies on conceptual change instruction in science education and found a medium to large effect size (0.66) for the effectiveness of conceptual change instruction in improving student understanding.
A more recent meta-analysis by Akmal et al. (2018) examined the effectiveness of conceptual change programs in improving students’ understanding of mathematical concepts. The study found that conceptual change programs were effective in improving students’ mathematical understanding, with an overall effect size of 0.58.
Factors influencing the success of conceptual change programs
While conceptual change programs have been found to be effective in improving students’ understanding of scientific and mathematical concepts, the success of such programs is influenced by several factors. These factors include the nature of the misconceptions, the design of the conceptual change program, and the characteristics of the learners.
Nature of the misconceptions
The success of conceptual change programs is largely dependent on the nature of the misconceptions or faulty mental models that students hold. Some misconceptions may be more resistant to change than others, and may require more intensive and sustained instruction to correct. For example, misconceptions that are deeply ingrained in students’ mental models may require a longer period of instruction than those that are less entrenched. Additionally, misconceptions that are based on strong prior experiences or cultural beliefs may be more resistant to change than those that are not (Taber, 2013).
Design of the conceptual change program
The design of the conceptual change program can also influence its effectiveness. The program should be designed to explicitly target the misconceptions that students hold, and should provide students with opportunities to actively engage with the correct concept. Additionally, the program should be designed to promote reflection and metacognition, as this can help students identify their own misconceptions and monitor their own learning progress (Dole & Sinatra, 1998).
Characteristics of the learners
The characteristics of the learners can also influence the success of conceptual change programs. For example, students with high levels of prior knowledge may be able to more easily identify and correct their misconceptions, while those with low prior knowledge may require more explicit instruction (Clement, 198
Implications for teaching practice
Conceptual change programs have important implications for teaching practice. One key implication is the need for teachers to be aware of and identify the misconceptions that their students hold. This can be done through various means, including diagnostic assessments, pretests, and informal observations. Once the misconceptions have been identified, teachers can design instruction that is specifically targeted at correcting those misconceptions.
Teachers should also design instructional activities that provide students with opportunities to actively engage with the correct concept. This can include hands-on activities, group discussions, and the use of multimedia resources. Additionally, teachers should promote reflection and metacognition by encouraging students to monitor their own learning progress and reflect on their own thinking.
Finally, it is important for teachers to be aware of the factors that can influence the success of conceptual change programs, such as the nature of the misconceptions, the design of the program, and the characteristics of the learners. By considering these factors, teachers can design more effective instruction that is tailored to the needs of their students.
Conceptual change programs are instructional interventions that aim to help students revise their existing mental models of specific concepts. Research has shown that such programs can be effective in improving students’ understanding of scientific and mathematical concepts. However, the success of conceptual change programs is influenced by several factors, including the nature of the misconceptions, the design of the program, and the characteristics of the learners.
Teachers can use the insights from this research to design more effective instruction that targets their students’ misconceptions, promotes active learning, and encourages reflection and metacognition. By doing so, teachers can help their students develop a more accurate and scientifically accepted understanding of the concepts they are learning.
References:
Akmal, M., Karami, A., & Hidayat, W. (2018). Conceptual change in mathematics education: A meta-analysis. EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1835-1848.
Clement, J. (1989). Learning via model construction and criticism. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 339-369). Hillsdale, NJ: Lawrence Erlbaum.
Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2-3), 109-128.
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Taber, K. S. (2013). Misconceptions as barriers to understanding science: An introduction. In K. S. Taber (Ed.), Improving science education: The contribution of research (pp. 1-14). New York, NY: Routledge.