A Study of the Effect of Affective and Social Factors on Teaching for Conceptual Change in Primary Science
Year: 2015
Type: article
Abstract: ABSTRACT: 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.
Author: Pattamaporn Pimthong
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1838842110