Wong Chin Tieng PLG 537

S-PM0176/21 Conceptual Change Model

Bincangkan satu model perubahan konsep dengan merujuk kepada satu konsep sains KKSR
atau KSSM

Conceptual Change Model (CCM) is proposed by Posner et al. in 1982 and it is a

constructivism learning model. This model is used to help learners to shift their framework of
understanding through four phases which are (i) dissatisfied, (ii) intelligible, (iii) plausible and
(iv) fruitful. The conceptual change will occur when learners fulfil all four phases and learning
will proceed without any difficulties.

Diagram 1
Conceptual Change Model (Posner et al. 1982)
According to the curriculum specification of Two Semesters System (previously known as One
Year Program) in matriculation Malaysia, Le Chatelier Principle is subtopic 6.3 in Topic 6:
Chemical Equilibrium. The main challenge in learning Le Chatelier Principle is to interpret
and conceptualise the content accurately. Misconceptions occurred if learners not able to
completely interpret and understand the contents in Le Chatelier Principle. There are five
different categories of misconceptions (i) preconceived notions, (ii) non-scientific beliefs, (iii)
conceptual misunderstandings, (iv) vernacular misconceptions and (iv) factual misconceptions.
Presence of misconceptions will constrain learner abilities and prior misconceptions are highly
resistant to change because is the personal thoughts and perceptions of the learners.
Thus, the four phases in conceptual change model are adapted to restructure the learners’
misconceptions, providing opportunity for students to confront and evaluate new knowledge,
guiding learners’ conceptual framework shifting and lastly allow learners to expand and apply
their new knowledge.
Phase one: Dissatisfied
Wong Chin Tieng PLG 537
S-PM0176/21 Conceptual Change Model

In order for learners to accept a new concept and identify their misconceptions, learner shall
be dissatisfied with their current beliefs and understandings. Teachers shall identify students’
misconceptions and prove it to the students by giving examples or analogies. For example, the
common misconceptions of learners on the term equilibrium, reaction stops when a system
achieved equilibrium. Teachers shall prove to learners that the reaction does not stop when it
achieved equilibrium, in fact the rate of forward reaction is equal to the reverse reaction.
Teachers can use simulation video to show the movement of reactants and products at
equilibrium and learners able to visualise the term equilibrium and dissatisfied with their
existing understanding.
Phase two: Intelligible
At this phase, learners shall be able to understand and comprehend the new knowledges without
any misconceptions. Understanding towards the term equilibrium shall be crystal clear at this
stage without any misconceptions. Learners shall be able to accept the new understanding
towards term equilibrium without any resistant and rejection.
Phase three: Plausible
From this point onwards, the new knowledges seem reasonable, learners manage to solve
problems and able to fit in the new understanding with other knowledges. After accepting the
correct concept towards the term equilibrium, learners shall be able to solve any problems
related to equilibrium. Other than that, learners also has the ability to merge the concept of
equilibrium into other related topics or concepts.
Phase four: Fruitful
When the learners able to grasp the new concept completely, the learning process able to
expand without difficulties and it allows the learner to potentially explore new contents. At this
stage, learners shall have no difficulties to explore other related contents such as ionic equilibria
which concept equilibrium is the related and basic knowledge needed in order to explore ionic
equilibria.