The effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers' conceptual understanding about heat and temperature

The purpose of this study was to compare the effect of expository texts, refutational texts and conceptual change texts enriched with metaconceptual processes on preservice science teachers? conceptual understanding about heat and temperature and also examine the durability of this effect. In addition, preservice science teachers? attitudes towards the texts that were read was compared and the metaconceptual processes which were activated as preservice teachers read conceptual change texts enriched with metaconceptual processes were identifiedA multi-method research design that incorporated quasi-experimental and case study designs was employed. The sample of this study consisted of 105 third grade pre-service science teachers who are enrolled at Gazi University in the Department of Elementary Science Education in 2008-2009 academic years. Preservice teachers were randomly assigned to three groups: First group read expository texts, the second group read refutational texts and the third group read conceptual change texts enriched with metaconceptual processes. Heat and temperature concepts test and attitude scale towards the texts were used; semi-structured interviews were conducted and students who read conceptual change texts enriched with metaconceptual processes were video recorded to collect data in this research.The results of this study indicate that there was a statistically significant difference among the pre-service teachers who read expository texts, refutaional texts and conceptual change texts enriched with metaconceptual processes in terms of their conceptual understanding about heat and temperature in favor of the last group. In addition, the result of this study indicate that there was a statistically significant difference among the pre-service science teachers who read expository texts and conceptual change texts enriched with metaconceptual processes in terms of attitude scale scores in favor of the last group. The results also show that conceptual change texts enriched with metaconceptual processes were more effective at changing preservice teachers? alternative conceptions identified before their reading of the texts. Moreover, various types of metaconceptual processes were identified which were activated as preservice teachers read conceptual change texts enriched with metaconceptual processes.