Application of a conceptual change approach to teach the Quantitative aspects of chemical change

Abstract

The purpose of this study was to investigate the use of a conceptual change approach to improve learners" understanding of the quantitative aspects of chemical change. The poor performance in physical science in the National Senior Certificate examination in the Eastern Cape was the catalyst for the study. This study is underpinned by the theories of constructivism and conceptual change. A purposive sample of a Grade 11 physical science class of 50 learners was selected. Twelve learners from the class were selected to be interviewed. A case study and mixed approach with qualitative and quantitative instruments were used in the data collection process. A pre-test was used as a baseline evaluation of the misconceptions. Intervention in the form of a lesson presentation was administered to address the four stages of the conceptual change approach. A post-test was given immediately after the lesson presentation to evaluate whether conceptual change had occurred. Analysis of the pre-test and post-test results showed an improvement on learners" scientific understanding of the concept quantitative aspect of chemical change. This study provided evidence that a Conceptual Change Framework was effective in changing learners" misconceptions and facilitated greater conceptual understanding. Thus, syllabi should be developed and implemented to ensure that all learners have the opportunity to learn and understand difficult concepts using the conceptual change framework. This key recommendation promotes the use of a well-designed Conceptual Change instructional approach that leads to significantly better acquisition of scientific concepts.