Conceptual Change Texts as an Instructional Material: 11th Grade Students’ Attitude Levels and Experiences

Al khawaldeh, S. A. (2007). Facilitating conceptual change in ninth grade students' understanding of human circulatory system concepts. Research in Science & Technological Education, 25(3), 371- 385.

Al khawaldeh, S. A., & Olaimat, A. M. (2010). The contribution of conceptual change texts accompanied by concept mapping to eleventh-grade students understanding of cellular respiration concepts. Journal of Science Education and Technology, 19, 115–125.

Al khawaldeh, S. A. (2012). Enhancing ninth grade students' understanding of human circulatory system concepts through conceptual change approach. The European Journal of Social & Behavioural Sciences, 2, 201-222.

Al khawaldeh, S. A. (2013). Prediction/discussion-based learning cycle versus conceptual change text: Comparative effects on students’ understanding of genetics. Research in Science & Technological Education, 31(2), 168-183.

Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Cell Biology Education, 4(4), 262-268.

Alparslan, C., Tekkaya, C., & Geban, O. (2003). Using The conceptual change instruction to improve learning. Journal of Biological Education, 37(3), 133– 137.

Artun, H., & Coştu, B. (2013). Effect of the 5E model on prospective teachers’ conceptual understanding of diffusion and osmosis: A mixed method approach. Journal of Science Education and Technology, 22, 1-10.

Baadte, C., & Dutke, S. (2013). Learning about persons: the effects of text structure and executive capacity on conceptual change. European Journal of Psychology of Education, 28, 1045–1064.

Balcı, S., Çakıroğlu, J., & Tekkaya, C. (2006). Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools. Biochemistry and Molecular Biology Education, 34(3), 199-203.

Başak, B. (2019). Ortaokul 7. Sınıf öğrencilerinin boşaltım konusundaki kavram yanılgılarının belirlenmesi ve giderilmesine kavramsal değişim metinlerinin etkisi (Tez No. 602145) [Yüksek Lisans Tezi, Uludağ Üniversitesi-Bursa]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Çakır, Ö. S., Geban, Ö., & Yürük, N. (2002). Effectiveness of conceptual change text-oriented instruction on students’ understanding of cellular respiration concepts. Biochemistry and Molecular Biology Education, 30(4), 239-243.

Çaycı, B. (2007). Kavram değiştirme metinlerinin kavram öğrenimi üzerindeki etkisinin incelenmesi. Gazi Eğitim Fakültesi Dergisi, 27(1), 87-102.

Çetin, G., Ertepınar, H., & Geban, Ö. (2004). Developing and implementing an instructional technology aided conceptual change approach in teaching ecology concepts at ninth grade. The Turkish Online Journal of Educational Technology, 3(1), 27–31.

Çöllü, E. F., & Öztürk, Y. E. (2006). Örgütlerde inançlar-tutumlar tutumların ölçüm yöntemleri ve uygulama örnekleri bu yöntemlerin değerlendirilmesi. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 9(1-2), 373-404.

Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105–122.

Grospietsch, F., & Mayer, J. (2018). Professionalizing pre-service biology teachers’ misconceptions about learning and the brain through conceptual change. Education Science, 8, 1-22.

Gul, Ş., & Sozbilir, M. (2016). International trends in biology education research from 1997 to 2014: A content analysis of papers in selected journals. Eurasia Journal of Mathematics Science and Technology Education, 12(6), 1631-1651.

Gul, Ş. (2021). 5th grade students' misunderstandings and misconceptions about Fungi. Elementary School Forum (Mimbar Sekolah Dasar), 8(2), 179-204.

İşcan, Y. V. (2020). Kavramsal değişimi sağlayan materyallerle destekli 5E öğrenme modelinin fen akademik başarısına etkisi: Isı ve sıcaklık konusu örneği (Tez No. 646851) [Yüksek Lisans Tezi, Cumhuriyet Üniversitesi-Sivas]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Keleş, P. & Aydın, S. (2012). İlköğretim beşinci sınıf ‘Canlıları Sınıflandıralım’ ünitesinin öğretiminde kullanılan kavramsal değişim metinlerinin etkililiğinin değerlendirilmesi. Fen Bilimleri Enstitüsü Dergisi, 5(2), 133-150.

Konur, K. B., & Ayas, A. (2017). Sınıf öğretmeni adaylarının fiziksel ve kimyasal değişme konusunda kavramsal değişim metinlerine karşı tutumları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 971-991.

Mikkilä-Erdmann, M. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction, 11, 241–257.

Onder, I. & Geban, O. (2006). The effect of conceptual change texts oriented instruction on students' understanding of the solubility equilibrium concept. Journal of Education, 30, 166-173.

Özatlı, N. S., & Bahar, M. (2010). Öğrencilerin boşaltım sistemi konusundaki bilişsel yapılarının yeni teknikler ile ortaya konması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 9-26.

Özay, E. (2008). Mitoz-mayoz konusunun öğretiminde kavramsal değişim metinlerinin kullanılmasının öğrenci başarısına etkisi. Manas Üniversitesi Sosyal Bilimler Dergisi, 20, 211–220.

Özdemir, A. M., & Dindar, H. (2013). İlköğretim fen ve teknoloji dersinde kavramsal değişim yaklaşımının, öğrencilerin duyuşsal özellikleri üzerine etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 33(1), 95-107.

Özkan, Ö. , Tekkaya, C., & Geban, O. (2004) Facilitating conceptual change in students’ understanding of ecological concepts. Journal of Science Education and Technology, 13(1), 95–105.

Özmen, H. (2007). The effectiveness of conceptual change texts in remediating high school students’ alternative conceptions concerning chemical equilibrium. Asia Pacific Education Review, 8(3), 413-425.

Pınarbaşı, T. (2002). Çözünürlükle ilgili kavramların anlaşılmasında kavramsal değişim yaklaşımının etkinliğinin incelenmesi (Tez No. 121471) [Doktora Tezi, Atatürk Ünverstesi-Erzurum]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Posner, M.G., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of scientific conception: Toward theory of conceptual change. Science Education, 66, 211-227.

Scott, P.H., Asoko, H.M., & Driver, R.H. (1992) Teaching for conceptual change: A review of strategies. In: Duit, R., Goldberg, F., Niedderer, H. (Eds.) Research in physics learning: Theoretical issues and empirical studies. Institute for Science Education at the University of Kiel, Kiel, Germany, pp 31.

Sinanoğlu, K. (2017). Kavram karikatürleri ve kavramsal değişim metinlerinin 6. Sınıf öğrencilerinin bilişsel yüküne, akademik başarısına ve kalıcılığına etkisi (Tez No. 478404) (Yüksek Lisans Tezi, Ordu Ünverstesi-Ordu]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Smith, L.E., Blakeslee, D.T., & Anderson, W.C. (1993) Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30, 111–126.

Sungur, S., Tekkaya, C., & Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science & Mathematics, 101(2), 91-101.

Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.

Taştan, İ., Dikmenli, M., & Çardak, O. (2008). Effectiveness of the conceptual change texts accompanied by concept maps about students’ understanding of the molecules carrying genetical information. Asia- Pacific Forum on Science Learning and Teaching, 9(1), 1–13.

Trundle, K. C., & Bell, R. L. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers & Education, 54, 1078-1088.

Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45–69.

Yalvaç, B. (1998). Effect of instruction on students’ understanding of electric current concept using conceptual change text and 6th grade (Tez No. 75933) [Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi-Ankara]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Yenilmez, A., & Tekkaya, C. (2006). Enhancing students’ understanding of photosynthesis and respiration in plant through conceptual change approach. Journal of Science Education and Technology, 15(1), 81–87.

Yılmaz, D., Tekkaya, C., & Sungur, S. (2010). The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on student understanding of genetics. International Journal of Science Education, 33(5), 607-628.

Yılmaz, M., Gündüz, E., Çimen, O., Karakaya, F. ve Aslan, İ. (2021). 6. Sınıf fen bilimleri ders kitaplarının bilimsel içerik ve kazanımlar açısından incelenmesi. e- Kafkas Eğitim Araştırmaları Dergisi, 8, 101-122.

Yürük, N. (2007). The effect of supplementing ınstruction with conceptual change texts on students’ conceptions of electrochemical cells. Journal of Science Education and technology, 16, 515-523.

Al khawaldeh, S. A. (2007). Facilitating conceptual change in ninth grade students' understanding of human circulatory system concepts. Research in Science & Technological Education, 25(3), 371- 385.

Al khawaldeh, S. A., & Olaimat, A. M. (2010). The contribution of conceptual change texts accompanied by concept mapping to eleventh-grade students understanding of cellular respiration concepts. Journal of Science Education and Technology, 19, 115–125.

Al khawaldeh, S. A. (2012). Enhancing ninth grade students' understanding of human circulatory system concepts through conceptual change approach. The European Journal of Social & Behavioural Sciences, 2, 201-222.

Al khawaldeh, S. A. (2013). Prediction/discussion-based learning cycle versus conceptual change text: Comparative effects on students’ understanding of genetics. Research in Science & Technological Education, 31(2), 168-183.

Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Cell Biology Education, 4(4), 262-268.

Alparslan, C., Tekkaya, C., & Geban, O. (2003). Using The conceptual change instruction to improve learning. Journal of Biological Education, 37(3), 133– 137.

Artun, H., & Coştu, B. (2013). Effect of the 5E model on prospective teachers’ conceptual understanding of diffusion and osmosis: A mixed method approach. Journal of Science Education and Technology, 22, 1-10.

Baadte, C., & Dutke, S. (2013). Learning about persons: the effects of text structure and executive capacity on conceptual change. European Journal of Psychology of Education, 28, 1045–1064.

Balcı, S., Çakıroğlu, J., & Tekkaya, C. (2006). Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools. Biochemistry and Molecular Biology Education, 34(3), 199-203.

Başak, B. (2019). Ortaokul 7. Sınıf öğrencilerinin boşaltım konusundaki kavram yanılgılarının belirlenmesi ve giderilmesine kavramsal değişim metinlerinin etkisi (Tez No. 602145) [Yüksek Lisans Tezi, Uludağ Üniversitesi-Bursa]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Çakır, Ö. S., Geban, Ö., & Yürük, N. (2002). Effectiveness of conceptual change text-oriented instruction on students’ understanding of cellular respiration concepts. Biochemistry and Molecular Biology Education, 30(4), 239-243.

Çaycı, B. (2007). Kavram değiştirme metinlerinin kavram öğrenimi üzerindeki etkisinin incelenmesi. Gazi Eğitim Fakültesi Dergisi, 27(1), 87-102.

Çetin, G., Ertepınar, H., & Geban, Ö. (2004). Developing and implementing an instructional technology aided conceptual change approach in teaching ecology concepts at ninth grade. The Turkish Online Journal of Educational Technology, 3(1), 27–31.

Çöllü, E. F., & Öztürk, Y. E. (2006). Örgütlerde inançlar-tutumlar tutumların ölçüm yöntemleri ve uygulama örnekleri bu yöntemlerin değerlendirilmesi. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 9(1-2), 373-404.

Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105–122.

Grospietsch, F., & Mayer, J. (2018). Professionalizing pre-service biology teachers’ misconceptions about learning and the brain through conceptual change. Education Science, 8, 1-22.

Gul, Ş., & Sozbilir, M. (2016). International trends in biology education research from 1997 to 2014: A content analysis of papers in selected journals. Eurasia Journal of Mathematics Science and Technology Education, 12(6), 1631-1651.

Gul, Ş. (2021). 5th grade students' misunderstandings and misconceptions about Fungi. Elementary School Forum (Mimbar Sekolah Dasar), 8(2), 179-204.

İşcan, Y. V. (2020). Kavramsal değişimi sağlayan materyallerle destekli 5E öğrenme modelinin fen akademik başarısına etkisi: Isı ve sıcaklık konusu örneği (Tez No. 646851) [Yüksek Lisans Tezi, Cumhuriyet Üniversitesi-Sivas]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Keleş, P. & Aydın, S. (2012). İlköğretim beşinci sınıf ‘Canlıları Sınıflandıralım’ ünitesinin öğretiminde kullanılan kavramsal değişim metinlerinin etkililiğinin değerlendirilmesi. Fen Bilimleri Enstitüsü Dergisi, 5(2), 133-150.

Konur, K. B., & Ayas, A. (2017). Sınıf öğretmeni adaylarının fiziksel ve kimyasal değişme konusunda kavramsal değişim metinlerine karşı tutumları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 971-991.

Mikkilä-Erdmann, M. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction, 11, 241–257.

Onder, I. & Geban, O. (2006). The effect of conceptual change texts oriented instruction on students' understanding of the solubility equilibrium concept. Journal of Education, 30, 166-173.

Özatlı, N. S., & Bahar, M. (2010). Öğrencilerin boşaltım sistemi konusundaki bilişsel yapılarının yeni teknikler ile ortaya konması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 9-26.

Özay, E. (2008). Mitoz-mayoz konusunun öğretiminde kavramsal değişim metinlerinin kullanılmasının öğrenci başarısına etkisi. Manas Üniversitesi Sosyal Bilimler Dergisi, 20, 211–220.

Özdemir, A. M., & Dindar, H. (2013). İlköğretim fen ve teknoloji dersinde kavramsal değişim yaklaşımının, öğrencilerin duyuşsal özellikleri üzerine etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 33(1), 95-107.

Özkan, Ö. , Tekkaya, C., & Geban, O. (2004) Facilitating conceptual change in students’ understanding of ecological concepts. Journal of Science Education and Technology, 13(1), 95–105.

Özmen, H. (2007). The effectiveness of conceptual change texts in remediating high school students’ alternative conceptions concerning chemical equilibrium. Asia Pacific Education Review, 8(3), 413-425.

Pınarbaşı, T. (2002). Çözünürlükle ilgili kavramların anlaşılmasında kavramsal değişim yaklaşımının etkinliğinin incelenmesi (Tez No. 121471) [Doktora Tezi, Atatürk Ünverstesi-Erzurum]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Posner, M.G., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of scientific conception: Toward theory of conceptual change. Science Education, 66, 211-227.

Scott, P.H., Asoko, H.M., & Driver, R.H. (1992) Teaching for conceptual change: A review of strategies. In: Duit, R., Goldberg, F., Niedderer, H. (Eds.) Research in physics learning: Theoretical issues and empirical studies. Institute for Science Education at the University of Kiel, Kiel, Germany, pp 31.

Sinanoğlu, K. (2017). Kavram karikatürleri ve kavramsal değişim metinlerinin 6. Sınıf öğrencilerinin bilişsel yüküne, akademik başarısına ve kalıcılığına etkisi (Tez No. 478404) (Yüksek Lisans Tezi, Ordu Ünverstesi-Ordu]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Smith, L.E., Blakeslee, D.T., & Anderson, W.C. (1993) Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30, 111–126.

Sungur, S., Tekkaya, C., & Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students’ understanding of the human circulatory system. School Science & Mathematics, 101(2), 91-101.

Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.

Taştan, İ., Dikmenli, M., & Çardak, O. (2008). Effectiveness of the conceptual change texts accompanied by concept maps about students’ understanding of the molecules carrying genetical information. Asia- Pacific Forum on Science Learning and Teaching, 9(1), 1–13.

Trundle, K. C., & Bell, R. L. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers & Education, 54, 1078-1088.

Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45–69.

Yalvaç, B. (1998). Effect of instruction on students’ understanding of electric current concept using conceptual change text and 6th grade (Tez No. 75933) [Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi-Ankara]. Yükseköğretim Kurulu Ulusal Tez Merkezi.

Yenilmez, A., & Tekkaya, C. (2006). Enhancing students’ understanding of photosynthesis and respiration in plant through conceptual change approach. Journal of Science Education and Technology, 15(1), 81–87.

Yılmaz, D., Tekkaya, C., & Sungur, S. (2010). The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on student understanding of genetics. International Journal of Science Education, 33(5), 607-628.

Yılmaz, M., Gündüz, E., Çimen, O., Karakaya, F. ve Aslan, İ. (2021). 6. Sınıf fen bilimleri ders kitaplarının bilimsel içerik ve kazanımlar açısından incelenmesi. e- Kafkas Eğitim Araştırmaları Dergisi, 8, 101-122.

Yürük, N. (2007). The effect of supplementing ınstruction with conceptual change texts on students’ conceptions of electrochemical cells. Journal of Science Education and technology, 16, 515-523.