Examining of the effectiveness of conceptual changing approach on concept learning

The purpose of this study was to examine the effects of conceptual change texts related with conceptual changing approach on students? understanding the concepts in a subject matter, classification of living beings, and on students? attitudes toward science. The research was applied on students from two second-class in Gazi University, Faculty of Education, Department of Primary Classroom Teacher Education. The data were obtained from a sample consisting of 97 students. The data were collected by using ?Concept Achievement Test? and ?Science Attitude Scale? being developed by a researcher. ?Integrated Science Process Skills Test? and ?Kolb Learning Styles Inventory? were also administered during the collection of data. The data obtaining from these instruments were analyzed via SPSS for windows package program. During evaluation of the data, firstly it was determined that how concept achievements and attitudes of students were affected by applied teaching process. Then, it was determined that how the relationships among achievement, attitude and teaching style changed according to students? science process skills and their learning styles. The effects of applied methods on permanence of concept achievement of students were also examined. The results being obtained from the analyses of data were summarized below; 1. After application of instruction, there were significant differences between experimental and control groups for post-test concept score. Posttest concept score of experimental group being instructed with conceptual changing approach was significantly more than the posttest concept score of control group being instructed with traditional approach (t(95)concept= 4,76, p < 0,05). The result indicated that conceptual changing approach is more successful on concept learning than traditional approach. 2. After from the instruction, no significant differences were found between the attitude scores of experimental and control groups (t(95)attitude= 1,68, p > 0,05). This result indicated that there is no effect of conceptual changing approach on attitudes. 3. One month later from the instruction, concept permanence scores of experimental group were significantly more than the scores of control group (t(95)permanence= 9,62, p < 0,05). This result showed the effect of conceptual changing approach on permanence of achievement. 4. In addition to these findings, it was found that science process skills and learning styles of students have effects on concept learning. Key words: Science Instruction, Concept Learning, Conceptual Changing Approach.