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Cited by 27Science Education and PedagogyEducational Methods and OutcomesEvolution and Science Education

ADDRESSING PRE-SERVICE TEACHERS’ MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL

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Addido, Johannes, Burrows, Andrea C., Slater, Timothy F.·2022·Problems of Education in the 21st Century
DOI 10.33225/pec/22.80.499
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Abstract

Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers’ conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. Keywords: conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education

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  • Many students struggle to grasp redox concepts due to their abstract and complex nature.

    “Despite its importance, many students struggle to grasp redox concepts due to their abstract and complex nature [14], [15]”

    From Identification of the Redox Reaction Between CuSO₄ and Zn Through Visual Observation in Basic Chemistry (2026) · cites this paper as [14]

    The Introduction says that science concepts can be complicated and counterintuitive and that students’ misconceptions hinder understanding. It does not discuss redox concepts or establish that their abstract and complex nature causes students’ difficulties with them. (LLM, conf=0.78)

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Research works printed but not linked: 38

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Cited by

Sorted by citations

Authors
Addido, J., Burrows, A. C., & Slater, T. F.
Affiliations
  • University of Wyoming (US)
  • University of Wyoming, USA
ORCID
Venue
Problems of Education in the 21st Century
Publisher
Scientia Socialis Ltd
Published
2022-08-25
Volume
80
Issue
4
Pages
499-515
ISSN
  • 1822-7864 (ISSN-L)
  • 2538-7111
DOI
10.33225/pec/22.80.499
OpenAlex
W4294782963
Cited by
27
References
0
Citations by year
2026: 5 · 2025: 13 · 2024: 5 · 2023: 3 · 2012: 1
FWCI
8.61
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
Problems of Education in the 21st Century (publishedVersion, cc-by-nc)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Educational Methods and Outcomes
  • Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
Keywords
conceptual change model, misconceptions, conceptual understanding, pre-service teachers, science teacher education, force and motion, science education

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