Effect of conceptual change pedagogies on students' alternative conceptions of electricity resistance and electricity current

Abstract

The aim of this study is to investigate effect of conceptual change pedagogies on students' alternative conceptions of electricity resistance and electricity current. Within pre-experimental research methodology, this study was conducted with 30 grade 6 students. In collecting data, a questionnaire with 6 two-tier items was employed. This questionnaire was administered as a pre-test before the teaching intervention. After the intervention, the questionnaire was re-administered as a post test. Wilcoxon signed rank test was employed in regard to student total scores of pre- and posttest. The results showed that using different conceptual change strategies was meaningfully effective in eliminating students' alternative conceptions of the concepts 'electricity resistance' and 'electricity current' (z=4.78, p<0.05). © Sila Science.