Is it Possible to Eliminate Alternative Conceptions and to Improve Scientific Process Skills with Different Conceptual Change Methods? ‘An Example of Electrochemical Cells’

The aim of this study is to develop a laboratory guided material offering the opportunity on both improving Scientific Process Skills (SPS) and conceptual change of prospective science teachers about the concepts of “Electrochemical Cells” at the course of laboratory practices in science education and investigate the effectiveness of the material on them. The sample of the study consisted of 49 third-year students enrolled in two different classes of Department of Science Teaching Programmed in Faculty of Education in Giresun University. A quasi-experimental approach with a pre-test−post-test design was used in this study. Experimental group was instructed with enriched laboratory guide materials embedded different teaching methods and techniques such as worksheet, computer animations, conceptual change text, hands-on activities, and experiment within 5E model. Control group was instructed with traditional methods (theoretical knowledge, question-answer, and experiment). The data were gathered by means of Multiple Form of Scientific Process Skills Test (MSPST) developed by Karslı and Ayas (2013) and two- tier Electrochemical Cells Concept Tests (ECCT). The statistical analysis of the data obtained from the MSPST and two- tier ECCT indicated that there were significant differences in favor of the experimental group in terms of the prospective science teachers’ achievement both their SPS and conceptual change (p< 0.5). The results obtained from quantitative and qualitative data indicated that laboratory guide materials based on the 5E instructional model and enriched with different teaching methods and techniques helped the prospective science teachers both to improve their SPSs and achieve conceptual change together with removing their alternative conceptions.