ONLINE COMPREHENSIVE EXAMINATION

Date: September 24, 2023

Examinee Number
M0923003
Degree Program
MSEd
Test Component (Theory, Practice, Research) RESEARCH

ANSWER
1. From my experience, there are few things that I have encountered about alternative conception in
science. For example, asking students about putting a fork in meat while boiling. Most of the students will
explain that fork enable the water to boil faster and after asking to explain how, they just simply run out of
an explanation. In a more detailed sense an example for this lead to teaching scientific method topic I
presented a question to my students: Alexander Fleming noticed that bacteria growing on a plate of agar
did not grow next to a mold that was growing on the same plate. He wrote in his laboratory report: “The
mold may be producing a substance that kills bacteria.” This statement is best described as a.) observation
b.) hypothesis c.) a generalization d.)Inference e.)conclusion. After asking their answers and reasons why
they answer it some of them says and answered that “conclusion, since the observation has been made
already. Another student answered, hypothesis but there is no If-then statement so I am not sure”. Another
instance of misconception or alternative conception given by students is in topic of Grade 10 Science first
quarter, Earth and space. I posed a question “How do scientist deduced inner layer of the earth?”. Some of
the grade 10 students responds are “by mining” or by digging the earth. The examples mentioned are
some of the few that gives a challenge to us science teachers.

2. Instructional intervention that can help students for us teachers to underpinned student’s misconception
is the use of Map of Conceptual change.
Example of Map of conceptual change
Topic: Earth Science, Grade 10
Before Statements/ Questions After
1. How do scientists deduced
the inner layers of the earth?

2. Why is it important to
experience phenomenon such
as earthquake, volcanism?
3. How do scientists finds the
composition or characteristic
of mantle, core. Do they use a
tool?

According to Kern & Crippen (2008) on their article entitled Mapping for conceptual change, educators or
teachers plays a great role in helping students changed their naïve notion about science concept and
turning it into more scientific ideas. They also put emphasized that in order for conceptual change to work
it requires students to be dissatisfied with their prior understanding on a concept. Taslidere & Yildirim
(2023) on their study concluded that conceptual change-oriented instruction is effective in teaching simple
electricity. According to Heddy & Sinatra (2013) described conceptual change as a process by which
students or learners translate alternative conception into more sounded scientific and accepted concepts.
Furthermore, Kibler (2011) implied that change or disequilibrium must be applied in order to build new
knowledge or accommodate new information. The underpinning theory behind Map of Conceptual change
is a constructivist theory. According to Golder (2018) as put emphasized on the significant contribution of
Jean Piaget in developing this theory. It is said that children have their own mental schema and the role of
changing it required a process the can deliberately needs to address those prior schema and create a
dissatisfaction in order for a child to change it. In using this instructional intervention, teacher must be
equipped with content or knowledge of the topic and skills in processing information.

i. Teacher will introduce i. After the lesson have

the title of the topic to the been delivered. Teacher
students. And begin the will ask the learner to fill up
explore part of the lesson the AFTER column as part
using MAP OF of Deepen section of the
CONCEPTUAL CHANGE. lesson.
iii. Discussion: Let the ii. Teacher will process the
students give their answers answer by letting students
for the BEFORE column and identify their answer from
let it share to the class. before to after column.
iv. Students shared their iii. This processing leads
answers in before column. students to change their
v. Teachers must be conception or
mindfully not to interrupt misconception about a
the process of sharing, let particular topic/concepts.
them dictate their
alternative conception.

Fig.1 Process of using intervention material, Map of conceptual change.

3. To establish the validity of the material here is a proposed procedure.

Fig. 2. Procedure of validation

4. A research design that can be used in determining the effectiveness of instructional intervention MAP
OF CONCEPTUAL CHANGE is using a phenomenological research design. This research design will
able to know the experience as a central core of the respondents upon using the instructional intervention.
This will help to elaborate the process they have gone thru that is significant to improvement of material
as well. With his design, Chang & Wang (2021) used phenomenology as method in examining the
commonalities of instructor’s in using Massive open online courses. This enable the researcher to find a
thematic suit or experiences of respondents in using a particular program. This design or method was
addressed by Cresswell (2009) mentioning that it is an inquiry or a search in essence of experiences
received by human in particular to the phenomenon they are involved. To illustrate the process of
knowing effectiveness of intervention material, here is the simplified version.

TITLE: The experiences of students in using Map of Conceptual Change as an effective intervention in
making their alternative conception be more scientific.

Fig. 3 Research design

References:
Kern, C & Crippen K.J., (2008) Mapping for conceptual change. Science teacher.
Taslidere, E., Yıldırım, B. (2023)Effect of Conceptual Change–Oriented Instruction on Students’
Conceptual Understanding and Attitudes Towards Simple Electricity. Int J of Sci and Math Educ 21,
1567–1589 . https://doi.org/10.1007/s10763-022-10319-w
Heddy, B. C., and Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience
to promote positive affect and conceptual change in students learning about biological evolution. Sci.
Educ. 97, 723–744. doi: 10.1002/sce.21072
Kibler, J. (2011). Cognitive Disequilibrium. In: Goldstein, S., Naglieri, J.A. (eds) Encyclopedia of Child
Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_598
Golder J. (2018), Constructivism: A paradigm for teaching and learning, IJRAR July 2018, Volume 5,
Issue 3, (E-ISSN 2348-1269, P- ISSN 2349-5138), https://ijrar.org/papers/IJRAR1903214.pdf

Chang,C.-C.;Wang,Y.-H. (2021) Using Phenomenological Methodology with Thematic Analysis to

Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs. Educ.Sci.2021,11,203.
https:// doi.org/10.3390/educsci11050203
Cresswell, J. W. (2009) Five methods of qualitative research, Third Edition

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