The effect of the conceptual change texts on student achievement gain at physics education carried out with context based approach

The objective of this study is to determine the effect of conceptual change texts on students? achievement gain. To this end, the prepared texts were presented to the nineth grade students during the eight-week Force and Motion Unit which was taught with the 5E model. It was aimed to determine the effect of conceptual change texts on the student achievement gain by comparing to the classical texts.Mixed method was used in this research study. The quantitative dimension of the research was carried out with 116 students from two classes from a public high school and an Anatolian high school located in Giresun using matched control group pre test ? post test study design. Three different multiple choice tests were developed to measure student?s achievement gain. One of the tests is classical (not context-based), the second and the third are related to the orienteering and Formula 1, respectively. In the qualitative dimension of the research, students of the sample group were divided into three groups according to their achievement gains in the achievement gain tests and 24 volunteers, two students from each group, were interviewed. In these interviews semi-structured interview form was used. The data obtained from achievement gain tests have been examined with qualitative data analysing tecnniques while the data obtained from semi-structured interview form were analyzed with content analysis.In this study, it is was found out that student achievement is higher than classical test in contex based tests but the context used in the tests did not affect the results. When it was tried to rank the students according to their achievement gains by using the multiple choice tests, differences were detected by the schools among the classical and context-based tests. At the end of the eight week implementation process students? achievement at the tests increased. However, when the students? achievements were examined according to the texts, a significant difference was not found according to the type of the text read in the context-based tests. It was also indicated that students reading conceptual change texts according to the classical test were found to be more successful than the students reading classical texts. Due to the discrepancy between the results of three difference achievment gain tests, concentration analysis was made to the questions about texts in these tests.. It was decided that a more detailed examination should be carried out through interviews as results also differed by the texts and schools. However, the results of the interviews varied in terms of texts and school as concentration analysis results. Therefore, the final conclusion was reached by those identical to the results of concentration analysis and content analysis.At the end of the study, it was found out that there was a positive effect of conceptual change texts used in the 5E model education process designed with a context-based approach for the nineth grade Force and Motion Unit on student achievement gain. However, a definitive conclusion could not be made as regards to which text type is more effective when the conceptual change texts were examined in comparison to the classical texts.