The effect of the conceptual change process on student alternative conceptions and confidence in science

Abstract

Educators encounter students in the classroom with diverse understandings of the natural world, conceptions that have been influenced by life experiences in and out of academic settings. These differing conceptions can often be incomplete or mistaken, termed as alternative conceptions, which can hinder current and future learning, potentially undermining students' confidence. To counter this issue, it is mandatory to identify and address students' alternative conceptions. For this study, a strategically planned learning process was implemented. A part of this process, a pre-assessment probe was implemented at the beginning of the water cycle unit. Students' probe responses identified pointed weakness in terminology comprehension, multiple alternative conceptions, and low confidence in students' knowledge about the water cycle. Based on these findings, a range of instructional methods was selected to confront and rectify any alternative conceptions--a process termed the conceptual change process. Instructional strategies included exploration stations, hands-on labs and activities, concept maps, evidence-based argumentative writing, exit tickets, class discussions, interviews, and student reflections. During each brief instructional opportunity, students focused on confronting their content conceptions. Over the span of four weeks, the multi-purpose instructional strategies provided quantitative and qualitative data and collectively contributed to a comprehensive understanding of the impact on students academically, mentally, and emotionally. Students' comprehension increased in their terminology comprehension accuracy and their ability to create a comprehensive sketch of the water cycle. They showed a significant surge in confidence in their understanding of the water cycle with 78% of students rating themselves confident or highly confident in their knowledge.