NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1074873
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1450-104X
A Study of the Effect of Affective and Social Factors on Teaching for Conceptual Change in Primary Science
Pimthong, P.
Science Education International, v26 n3 p376-391 2015
The purpose of this research was to study primary science students' conceptual development as it related to their understanding of materials and their properties: in particular, to determine how and why some students changed their concepts while others did not. The participants were thirty-two Grade 5 (10-11 year old) students. An instructional unit based on the conceptual change perspective was developed and presented. Data were collected through pre- and post-instructional surveys, classroom observations, student work, and student interviews. The results showed the influence of instructional activities that challenged students' preconceptions and encouraged students' conceptual change, indicating the effects of affective, social, and language factors on students' conceptual development.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand