Using different conceptual change m

Using different conceptual change methods embedded within the 5E Model: A sampleteaching for heat and temperature

J. Phys. Tchr. Educ. Online, 5(1), Summer 2008 (Mehmet Altan Kurnaz, Science Teacher and PhD Candidate in the Graduate School of Natural and Applied Sciences, Karadeniz Technical University
Since constructivism not only stresses students’ pre existing knowledge but also engages students actively, much more research has paid more attention two issues: (a) students’ alternative conceptions, and (b) conceptual change. In a conceptual complement process, Çalık and Ayas (2005) pointed out that miscellaneous conceptions may arise different from the one accepted by scientific community. These conceptions are generally called ‘preconceptions’, ‘alternative frameworks’, ‘children science’, ‘alternative science’, or ‘misconception’ (e.g. Baser & Çataloglu, 2005; Petersson, 2002; Rowlands, Graham, Berry. & McWilliams, 2007). In fact, determining what students think about the given phenomena is not enough to replace various student conceptions with scientific ones. Basically, as science educators, these are cases which we must endeavor to overcome.
Despite the fact that many activities have been devised to achieve conceptual change, the significance of them may be different for teachers and pupils (Osborn & Tasker, 1985). Indeed, knowing the differences between them gives teachers a chance for an excellent teaching process. Even though constructivism places emphasis on taking into account students’ pre-existing knowledge and / or alternative conceptions, teachers may have difficulty knowing how to incorporate them during his / her teaching experience (e.g. Çalık & Ayas, 2005; Driver & Oldman, 1985; Fensham, Gunstone & White, 1994; Matthews, 2002).
Ever since alternative conceptions have been seen as a starting point for further learning, much research has been conducted on various subjects such as force, motion, energy, power, work, heat, temperature, mass, weight and so forth. Undoubtedly, because of the fact that students encounter these concepts in their daily lives from an early age (Baser & Çataloglu, 2005; Senocak, Dilber, Sözbilir & Taskesenligil, 2003; Paik, Cho & Go, 2007), students’ ideas and alternative conceptions of heat and temperature is one of most studied areas in science education (Sözbilir, 2003). Further, these concepts are cornerstone for physics, biology and chemistry (Koh & Paik, 2002 cited in Paik, Cho & Go, 2007). These studies have reported that students hold alternative conceptions on the related concepts because of either its abstract structure (Aydogan, Gümüs & Gülçiçek, 2003; Baser & Çataloglu, 2005), or their earlier daily life experience or text books (DeBerg, 2008; Leite, 1999; Sözbilir, 2003) or cultural notions (Ericson, 1979; Harrison, Grayson & Treagust, 1999; Lubben, Netshisuaulu & Campell, 1999).
Because the first author has been working as a science teacher, we have examined his 6 -13 year old students’ alternative conceptions in science. (e.g. Adawi, Berglund, Booth & Ingerman, 2002; Aydogan, Günes & Gülcicek, 2003; Bulus Kırıkkaya, Güllü, 2008; Ericson, 1979; Eryılmaz & Sürmeli, 2002; Sözbilir, 2003; Niaz, 2000; Kaptan & Korkmaz, 2001; Pathare & Pradhan, 2008; Paik et al., 2007; Senocak et al, 2003). Alternative conceptions studied were the following: (a) the temperature of an object depends on its size (Baser and Çataloglu, 2005; Erikson, 1979, 1980; Paik et al., 2007), (b) heat is form of energy (Erikson, 1979, 1980), (c) heat is a material substance (Bulus-Kırıkkaya and Güllü, 2008; Erikson, 1979, 1980), (d) there is no difference between heat and temperature (Baser and Çataloglu, 2005; Sözbilir, 2003; Tiberghien, 1985), (e) the time necessary for cooling and heating substances does not depend on volume and mass (Baser and Çataloglu, 2005), (f) temperature can flow from one substance to another (Baser and Çataloglu, 2005; Baser and Geban, 2007), and (g) there are two types of heat, cold heat and hot heat (Baser and Çataloglu, 2005; Baser and Geban, 2007; Erikson, 1979, 1980). Because of its importance, some studies have attempted to refute and overcome students’ alternative conceptions of ‘heat’ and ‘temperature’ by means of different conceptual change strategies such as conceptual change text (Akyüz, 2004; Baser & Geban, 2007), conceptual change theory of Posner et al. (1982) (Baser & Çataloglu, 2005; Baser, 2006a), worksheet (Gönen & Akgün, 2005), a designed program (Kalem, Tanel & Çallıca, 2002), text book style, textbook usage and K-W-L (What I Know, What I Want to Learn, What I Learned) (Akyüz, 2004), Microcomputer-Based Laboratories (Wiser, Kipman & Halkiadakis, 1988), an inquiry approach coupled with concept substitution strategies (Harrison et al., 1999), cognitive conflict (Baser, 2006b), meta-conceptual teaching on inducing a particularly problematic aspect of the conceptual changes (Wiser & Amin, 2001), a teaching model (Thomaz et al., 1995) and analogy (Perschard & Bitbol, 2008). In the light of the aforementioned studies, Wiser et al. (1988)
confessed that there was no evidence that computer based curriculum facilitated conceptual change even though classroom interventions have helped students at problem solving level. Further, Taylor and Coll (1997) criticized that cognitive conflict may engender to reduce student’s confidence even though it has many advantages to accomplish conceptual change. Similarly, if the conceptual technique such as conceptual change text, analogy, worksheet etc. frequently use itself, students may be bored, hence, this may frustrate to achieve effective results (Çalık, 2006; Dole, 2000; Huddle, White & Rogers, 2000). Also, despite the fact that conceptual change text is effective in remedying students’ alternative conceptions, a hands-on activity that students experience explicitly may sometimes be more effective (Chambers & Andre, 1997). Since a teaching activity can be seen as a phase of conceptual elaboration, we assume that using different conceptual change techniques embedded within 5E model may completely diminish students’ alternative conceptions. That is, the authors recommend a new way to address alternative conceptions that the other methods (conceptual change text, change theory of Posner, worksheet, a design program, etc.) fail to properly address. By presenting a sample activity for teacher usage, we are planning to fill in a gap between teacher’s theoretical knowledge and their classroom behavior in practice for constructivism as addressed by Widodo, Duit and Müller (2002). Based on the tenets of constructivism, the purpose of this paper is to propose a 5E model on containing students’ alternative conceptions by means of conceptual change text, analogy and worksheet together. The model is appropriate for grade 5-8 students.
Theoretical Framework
To facilitate applicability of constructivism, some models such as 3E, 4E, 5E and 7E are suggested. Even though the models have about similar steps, 5E is a popular version of constructivism (e.g. Hanuscin & Lee, 2007). Since each “E” displays part of the process of helping students’ learning sequence experiences to link prior knowledge with new concepts, this model consist of: engagement, exploration, explanation, elaboration, and evaluation (e.g. Abell & Volkman, 2006; Boddy, Watson & Aubusson, 2003; Bybee, Taylor, Gardner, Scotter, Powell, Westbrook & Landes, 2006). Why we preferred 5E model can be explained with difficulty of ‘elaboration’ (Nas, 2008). That is, students and teachers find the step ‘elaboration’ difficult to devise and implement. As a matter of fact, the second author’s experience also support this notion since the student teachers at the university have difficulty in designing and implementing the 5E and 7E models, especially the fourth step (elaboration) of the 5E model and the 4-6th steps (expanding, extending, exchanging) of the 7E model. Now we will outline what to do in each step.
Teaching Design
Because we prefer the 5E model, we will present each phase to clarify how we adapted the mentioned techniques.
Enter (Engaging) (5 or 10 minutes) Before implementing the activity, all students are taken to the schoolyard and divided into small groups. The teacher should get students to confront their own pre-existing ideas. In specific, (s) he asks initial questions at the top of the worksheet and create both class and group discussion. By observing them, (s)he can capture students’ alternative conceptions such as ‘there is no difference between heat and temperature’, ‘there are two types of heat, cold heat and hot heat’, and ‘heat is form of energy’ since concepts ‘heat’ and ‘temperature’ are very common for alternative conception researches.
Exploration (20 or 25 minutes)
Here, the teacher fosters the students to play a basketball game which is explained at the second part of worksheet (see Appendix 1). (S)he also encourages them to complete the table given in the worksheet. However, the students most probably concentrate on the game and not notice the special term as “shooting number and the number of played ball”. The teacher should especially emphasize this statement. In this process, even though all information is presented in worksheet, the teacher explains that in the game, think of your teacher as a heat source, think of yourself as a substance taking heat, think of the ball given to you in the game as heat, think of your shooting number as temperature. Then, they answer the following questions within their small groups by negotiating: ‘Explain the relationships between the heat and the temperature’, ‘Explain the differences of the heat and the temperature’. By doing this, students are able to make a connection between playing basketball and science in a contextual based manner. That is, the mentioned attempt intends that students say ‘a-ha’ moments (e.g. Metcalf & Tinker, 2004)

Results (Indonesian) 1:

Menggunakan metode perubahan konseptual berbeda tertanam dalam 5E Model: sampleteaching untuk panas dan suhuJ. Phys. Tchr. komedi Online, 5(1), musim panas 2008 (Mehmet Altan Kurnaz, guru sains dan kandidat PhD di sekolah pascasarjana ilmu alam dan terapan, Karadeniz Technical UniversitySejak Konstruktivisme tidak hanya menekankan pengetahuan yang ada pra siswa tetapi juga melibatkan siswa aktif, lebih banyak penelitian telah membayar lebih banyak perhatian dua masalah: (a) siswa konsepsi alternatif, dan (b) konseptual perubahan. Dalam proses konseptual pelengkap, Çalık dan Ayas (2005) menunjukkan bahwa miscellaneous konsepsi mungkin timbul berbeda dari yang diterima oleh komunitas ilmiah. Konsepsi ini umumnya disebut 'prasangka', 'alternatif kerangka', 'ilmu pengetahuan anak-anak', 'ilmu alternatif', atau 'kesalahpahaman' (misalnya Baser & Çataloglu, 2005; Petersson, 2002; Rowlands, Graham, Berry. & McWilliams, 2007). Bahkan, menentukan apa yang siswa berpikir tentang fenomena diberikan ini tidak cukup untuk mengganti berbagai konsepsi pelajar dengan ilmiah yang. Pada dasarnya, sebagai pendidik Sains, ini adalah kasus yang kita harus berusaha untuk mengatasi. Terlepas dari kenyataan bahwa banyak kegiatan telah dirancang untuk mencapai konseptual perubahan, pentingnya mereka mungkin berbeda untuk guru dan murid (Osborn & Tasker, 1985). Memang, mengetahui perbedaan di antara mereka memberikan guru kesempatan untuk proses mengajar. Meskipun Konstruktivisme menempatkan penekanan pada mengambil ke account mahasiswa pra-pengetahuan dan / atau alternatif konsepsi, guru mungkin mengalami kesulitan mengetahui bagaimana memasukkan mereka selama pengalaman mengajar / nya (misalnya Çalık & Ayas, 2005; Sopir & Oldman, 1985; Fensham, Gunstone & putih, 1994; Matthews, 2002). Ever since alternative conceptions have been seen as a starting point for further learning, much research has been conducted on various subjects such as force, motion, energy, power, work, heat, temperature, mass, weight and so forth. Undoubtedly, because of the fact that students encounter these concepts in their daily lives from an early age (Baser & Çataloglu, 2005; Senocak, Dilber, Sözbilir & Taskesenligil, 2003; Paik, Cho & Go, 2007), students’ ideas and alternative conceptions of heat and temperature is one of most studied areas in science education (Sözbilir, 2003). Further, these concepts are cornerstone for physics, biology and chemistry (Koh & Paik, 2002 cited in Paik, Cho & Go, 2007). These studies have reported that students hold alternative conceptions on the related concepts because of either its abstract structure (Aydogan, Gümüs & Gülçiçek, 2003; Baser & Çataloglu, 2005), or their earlier daily life experience or text books (DeBerg, 2008; Leite, 1999; Sözbilir, 2003) or cultural notions (Ericson, 1979; Harrison, Grayson & Treagust, 1999; Lubben, Netshisuaulu & Campell, 1999).Because the first author has been working as a science teacher, we have examined his 6 -13 year old students’ alternative conceptions in science. (e.g. Adawi, Berglund, Booth & Ingerman, 2002; Aydogan, Günes & Gülcicek, 2003; Bulus Kırıkkaya, Güllü, 2008; Ericson, 1979; Eryılmaz & Sürmeli, 2002; Sözbilir, 2003; Niaz, 2000; Kaptan & Korkmaz, 2001; Pathare & Pradhan, 2008; Paik et al., 2007; Senocak et al, 2003). Alternative conceptions studied were the following: (a) the temperature of an object depends on its size (Baser and Çataloglu, 2005; Erikson, 1979, 1980; Paik et al., 2007), (b) heat is form of energy (Erikson, 1979, 1980), (c) heat is a material substance (Bulus-Kırıkkaya and Güllü, 2008; Erikson, 1979, 1980), (d) there is no difference between heat and temperature (Baser and Çataloglu, 2005; Sözbilir, 2003; Tiberghien, 1985), (e) the time necessary for cooling and heating substances does not depend on volume and mass (Baser and Çataloglu, 2005), (f) temperature can flow from one substance to another (Baser and Çataloglu, 2005; Baser and Geban, 2007), and (g) there are two types of heat, cold heat and hot heat (Baser and Çataloglu, 2005; Baser and Geban, 2007; Erikson, 1979, 1980). Because of its importance, some studies have attempted to refute and overcome students’ alternative conceptions of ‘heat’ and ‘temperature’ by means of different conceptual change strategies such as conceptual change text (Akyüz, 2004; Baser & Geban, 2007), conceptual change theory of Posner et al. (1982) (Baser & Çataloglu, 2005; Baser, 2006a), worksheet (Gönen & Akgün, 2005), a designed program (Kalem, Tanel & Çallıca, 2002), text book style, textbook usage and K-W-L (What I Know, What I Want to Learn, What I Learned) (Akyüz, 2004), Microcomputer-Based Laboratories (Wiser, Kipman & Halkiadakis, 1988), an inquiry approach coupled with concept substitution strategies (Harrison et al., 1999), cognitive conflict (Baser, 2006b), meta-conceptual teaching on inducing a particularly problematic aspect of the conceptual changes (Wiser & Amin, 2001), a teaching model (Thomaz et al., 1995) and analogy (Perschard & Bitbol, 2008). In the light of the aforementioned studies, Wiser et al. (1988)confessed that there was no evidence that computer based curriculum facilitated conceptual change even though classroom interventions have helped students at problem solving level. Further, Taylor and Coll (1997) criticized that cognitive conflict may engender to reduce student’s confidence even though it has many advantages to accomplish conceptual change. Similarly, if the conceptual technique such as conceptual change text, analogy, worksheet etc. frequently use itself, students may be bored, hence, this may frustrate to achieve effective results (Çalık, 2006; Dole, 2000; Huddle, White & Rogers, 2000). Also, despite the fact that conceptual change text is effective in remedying students’ alternative conceptions, a hands-on activity that students experience explicitly may sometimes be more effective (Chambers & Andre, 1997). Since a teaching activity can be seen as a phase of conceptual elaboration, we assume that using different conceptual change techniques embedded within 5E model may completely diminish students’ alternative conceptions. That is, the authors recommend a new way to address alternative conceptions that the other methods (conceptual change text, change theory of Posner, worksheet, a design program, etc.) fail to properly address. By presenting a sample activity for teacher usage, we are planning to fill in a gap between teacher’s theoretical knowledge and their classroom behavior in practice for constructivism as addressed by Widodo, Duit and Müller (2002). Based on the tenets of constructivism, the purpose of this paper is to propose a 5E model on containing students’ alternative conceptions by means of conceptual change text, analogy and worksheet together. The model is appropriate for grade 5-8 students.Theoretical FrameworkTo facilitate applicability of constructivism, some models such as 3E, 4E, 5E and 7E are suggested. Even though the models have about similar steps, 5E is a popular version of constructivism (e.g. Hanuscin & Lee, 2007). Since each “E” displays part of the process of helping students’ learning sequence experiences to link prior knowledge with new concepts, this model consist of: engagement, exploration, explanation, elaboration, and evaluation (e.g. Abell & Volkman, 2006; Boddy, Watson & Aubusson, 2003; Bybee, Taylor, Gardner, Scotter, Powell, Westbrook & Landes, 2006). Why we preferred 5E model can be explained with difficulty of ‘elaboration’ (Nas, 2008). That is, students and teachers find the step ‘elaboration’ difficult to devise and implement. As a matter of fact, the second author’s experience also support this notion since the student teachers at the university have difficulty in designing and implementing the 5E and 7E models, especially the fourth step (elaboration) of the 5E model and the 4-6th steps (expanding, extending, exchanging) of the 7E model. Now we will outline what to do in each step.Teaching DesignBecause we prefer the 5E model, we will present each phase to clarify how we adapted the mentioned techniques. Enter (Engaging) (5 or 10 minutes) Before implementing the activity, all students are taken to the schoolyard and divided into small groups. The teacher should get students to confront their own pre-existing ideas. In specific, (s) he asks initial questions at the top of the worksheet and create both class and group discussion. By observing them, (s)he can capture students’ alternative conceptions such as ‘there is no difference between heat and temperature’, ‘there are two types of heat, cold heat and hot heat’, and ‘heat is form of energy’ since concepts ‘heat’ and ‘temperature’ are very common for alternative conception researches.Exploration (20 or 25 minutes)Here, the teacher fosters the students to play a basketball game which is explained at the second part of worksheet (see Appendix 1). (S)he also encourages them to complete the table given in the worksheet. However, the students most probably concentrate on the game and not notice the special term as “shooting number and the number of played ball”. The teacher should especially emphasize this statement. In this process, even though all information is presented in worksheet, the teacher explains that in the game, think of your teacher as a heat source, think of yourself as a substance taking heat, think of the ball given to you in the game as heat, think of your shooting number as temperature. Then, they answer the following questions within their small groups by negotiating: ‘Explain the relationships between the heat and the temperature’, ‘Explain the differences of the heat and the temperature’. By doing this, students are able to make a connection between playing basketball and science in a contextual based manner. That is, the mentioned attempt intends that students say ‘a-ha’ moments (e.g. Metcalf & Tinker, 2004)

Results (Indonesian) 2:

Menggunakan metode perubahan konseptual yang berbeda tertanam dalam 5E Model: A sampleteaching untuk panas dan suhu J. Phys. Tchr. Educ. Online, 5 (1), Summer 2008 (Mehmet Altan Kurnaz, Sains Guru dan PhD Candidate di Sekolah Pascasarjana Alam dan Ilmu Terapan, Karadeniz Technical University Sejak konstruktivisme tidak hanya menekankan pengetahuan pra ada siswa tetapi juga melibatkan siswa secara aktif, jauh lebih Penelitian telah membayar lebih banyak perhatian dua isu:. (a) konsepsi alternatif siswa, dan (b) perubahan konseptual Dalam proses pelengkap konseptual, Calik dan Ayas (2005) menunjukkan bahwa konsepsi miscellaneous mungkin timbul berbeda dengan yang diterima oleh komunitas ilmiah . konsepsi ini umumnya disebut 'prasangka', 'kerangka alternatif', 'anak-anak ilmu', 'ilmu alternatif', atau 'kesalahpahaman' (misalnya Baser & Çataloglu, 2005; Petersson, 2002;. Rowlands, Graham, Berry & McWilliams, 2007). Bahkan, menentukan apa yang siswa berpikir tentang fenomena diberikan tidak cukup untuk menggantikan berbagai konsepsi siswa dengan orang yang ilmiah. Pada dasarnya, sebagai pendidik sains, ini adalah kasus yang harus kami berusaha untuk mengatasi. Terlepas dari kenyataan bahwa banyak kegiatan telah dirancang untuk mencapai perubahan konseptual, makna dari mereka mungkin berbeda untuk guru dan murid (Osborn & Tasker, 1985). Memang, mengetahui perbedaan antara mereka memberikan kesempatan untuk proses pengajaran yang sangat baik guru. Meskipun tempat konstruktivisme menekankan pada mengambil menjadi pengetahuan yang sudah ada akun siswa dan / atau konsepsi alternatif, guru mungkin mengalami kesulitan mengetahui bagaimana untuk menggabungkan mereka selama / pengalaman mengajar nya (misalnya Calik & Ayas, 2005; Driver & Oldman, 1985; Fensham, Gunstone & White, 1994;. Matthews, 2002) Sejak konsepsi alternatif telah dilihat sebagai titik awal untuk belajar lebih lanjut, banyak penelitian telah dilakukan di berbagai mata pelajaran seperti gaya, gerak, energi, listrik, kerja, panas, temperatur, massa, berat dan sebagainya. Tidak diragukan lagi, karena fakta bahwa siswa menghadapi konsep-konsep ini dalam kehidupan sehari-hari mereka dari usia dini (Baser & Çataloglu, 2005; Senocak, Dilber, Sözbilir & Taskesenligil, 2003; Paik, Cho & Go, 2007), ide-ide dan alternatif siswa konsepsi panas dan suhu merupakan salah satu daerah yang paling banyak dipelajari dalam pendidikan sains (Sözbilir, 2003). Selanjutnya, konsep-konsep ini landasan untuk fisika, biologi dan kimia (Koh & Paik, 2002 dikutip dalam Paik, Cho & Go, 2007). Studi-studi ini telah melaporkan bahwa siswa memegang konsepsi alternatif pada konsep terkait karena baik struktur abstrak (Aydogan, Gumus & Gülçiçek, 2003; Baser & Çataloglu, 2005), atau sebelumnya setiap hari pengalaman hidup atau teks buku-buku mereka (DeBerg, 2008; Leite ., 1999; Sözbilir, 2003) atau pengertian budaya (Ericson, 1979; Harrison, Grayson & Treagust, 1999; Lubben, Netshisuaulu & Campell, 1999) Karena penulis pertama telah bekerja sebagai guru sains, kita telah meneliti nya 6 - 13 tahun konsepsi alternatif siswa lama 'dalam ilmu. (misalnya Adawi, Berglund, Booth & Ingerman, 2002; Aydogan, Gunes & Gülcicek, 2003; Bulus Kırıkkaya, Gullu, 2008; Ericson, 1979; Eryılmaz & Surmeli, 2002; Sözbilir, 2003; Niaz, 2000; Kaptan & Korkmaz, 2001 ; Pathare & Pradhan, 2008; Paik et al, 2007;. Senocak et al, 2003). Konsepsi alternatif yang diteliti adalah sebagai berikut: (. Baser dan Çataloglu, 2005; Erikson, 1979, 1980; Paik et al, 2007) (a) suhu suatu benda bergantung pada ukurannya, (b) panas bentuk energi (Erikson 1979, 1980), (c) panas adalah zat materi (Bulus-Kırıkkaya dan Gullu, 2008; Erikson, 1979, 1980), (d) tidak ada perbedaan antara panas dan suhu (Baser dan Çataloglu, 2005; Sözbilir, 2003; Tiberghien, 1985), (e) waktu yang diperlukan untuk bahan pendinginan dan pemanasan tidak tergantung pada volume dan massa (Baser dan Çataloglu, 2005), (f) suhu bisa mengalir dari satu substansi ke yang lain (Baser dan Çataloglu 2005 ; Baser dan Geban, 2007), dan (g) ada dua jenis panas, panas dingin dan panas panas (Baser dan Çataloglu, 2005; Baser dan Geban, 2007; Erikson, 1979, 1980). Karena pentingnya, beberapa studi telah berusaha untuk membantah dan mengatasi 'konsepsi alternatif dari' siswa panas 'dan' suhu 'dengan cara strategi perubahan konseptual yang berbeda seperti teks perubahan konseptual (Akyüz, 2004; Baser & Geban, 2007), konseptual mengubah teori Posner et al. (1982) (Baser & Çataloglu, 2005; Baser, 2006a), lembar kerja (Gönen & Akgün, 2005), sebuah program yang dirancang (Kalem, Tanel & Çallıca, 2002), gaya buku teks, penggunaan buku teks dan KWL (Apa yang saya tahu, Apa yang saya Ingin Belajar, apa yang saya Learned) (Akyüz, 2004), Microcomputer Berbasis Laboratorium (Wiser, Kipman & Halkiadakis, 1988), pendekatan inquiry ditambah dengan strategi substitusi konsep (Harrison et al., 1999), konflik kognitif ( Baser, 2006b), mengajar meta-konseptual pada merangsang aspek terutama bermasalah dari perubahan konseptual (Wiser & Amin, 2001), model pembelajaran (Thomaz et al., 1995) dan analogi (Perschard & Bitbol, ​​2008). Dalam cahaya dari studi tersebut, Wiser et al. (1988) mengakui bahwa tidak ada bukti bahwa kurikulum berbasis komputer difasilitasi perubahan konseptual meskipun intervensi kelas telah membantu siswa di pemecahan masalah tingkat. Selanjutnya, Taylor dan Coll (1997) mengkritik bahwa konflik kognitif dapat menimbulkan untuk mengurangi rasa percaya diri siswa meskipun memiliki banyak keuntungan untuk mencapai perubahan konseptual. Demikian pula, jika teknik konseptual seperti konseptual perubahan teks, analogi, lembar kerja dll sering menggunakan sendiri, siswa mungkin bosan, maka, ini mungkin menggagalkan untuk mencapai hasil yang efektif (Calik, 2006; Dole, 2000; Huddle, White & Rogers, 2000). Juga, meskipun fakta bahwa teks perubahan konseptual efektif dalam menanggulangi konsepsi alternatif siswa, hands-on kegiatan yang siswa mengalami eksplisit terkadang lebih efektif (Chambers & Andre, 1997). Sejak kegiatan mengajar dapat dilihat sebagai fase elaborasi konseptual, kita asumsikan bahwa menggunakan teknik perubahan konseptual yang berbeda tertanam dalam 5E model yang benar-benar dapat mengurangi konsepsi alternatif siswa. Artinya, penulis menyarankan cara baru untuk mengatasi konsepsi alternatif bahwa metode lain (perubahan konseptual teks, teori perubahan Posner, lembar kerja, program desain, dll) gagal untuk benar alamat. Dengan menghadirkan aktivitas sampel untuk penggunaan guru, kami berencana untuk mengisi kesenjangan antara pengetahuan teoritis guru dan perilaku kelas mereka dalam praktek untuk konstruktivisme sebagai ditangani oleh Widodo, Duit dan Müller (2002). Berdasarkan prinsip konstruktivisme, tujuan dari makalah ini adalah untuk mengusulkan suatu model 5E pada mengandung konsepsi alternatif siswa dengan cara teks konseptual perubahan, analogi dan lembar kerja bersama-sama. Model ini cocok untuk kelas 5-8 siswa. Kerangka Teoritis Untuk memfasilitasi penerapan konstruktivisme, beberapa model seperti 3E, 4E, 5E dan 7E disarankan. Meskipun model memiliki tentang langkah-langkah serupa, 5E adalah versi populer dari konstruktivisme (misalnya Hanuscin & Lee, 2007). Karena setiap "E" menampilkan bagian dari proses membantu pengalaman urutan belajar siswa untuk menghubungkan pengetahuan sebelumnya dengan konsep baru, model ini terdiri dari: keterlibatan, eksplorasi, penjelasan, elaborasi, dan evaluasi (misalnya Abell & Volkman, 2006; Boddy, Watson & Aubusson, 2003; Bybee, Taylor, Gardner, Scotter, Powell, Westbrook & Landes, 2006). Mengapa kita lebih suka 5E model yang dapat dijelaskan dengan kesulitan 'elaborasi' (Nas, 2008). Artinya, siswa dan guru menemukan langkah 'elaborasi' sulit untuk merancang dan melaksanakan. Sebagai soal fakta, pengalaman penulis kedua juga mendukung gagasan ini sejak guru mahasiswa di universitas mengalami kesulitan dalam merancang dan melaksanakan 5E dan 7E model, terutama langkah keempat (elaborasi) dari model 5E dan langkah-langkah 4-6th (memperluas, memperpanjang, bertukar) dari model 7E. Sekarang kita akan menjelaskan apa yang harus dilakukan dalam setiap langkah. Pengajaran Desain Karena kita lebih suka 5E model, kita akan hadir setiap tahap untuk menjelaskan bagaimana kita mengadaptasi teknik yang disebutkan. Masukkan (Melibatkan) (5 atau 10 menit) Sebelum melaksanakan kegiatan, semua siswa dibawa ke halaman sekolah dan dibagi menjadi kelompok-kelompok kecil. Guru harus mendapatkan siswa untuk menghadapi pra-ada sendiri ide mereka. Dalam spesifik, (s) ia mengajukan pertanyaan-pertanyaan awal di atas lembar kerja dan membuat kedua kelas dan diskusi kelompok. Dengan mengamati mereka, (s) ia dapat menangkap 'konsepsi alternatif seperti' siswa tidak ada perbedaan antara panas dan suhu ',' ada dua jenis panas, panas dingin dan panas panas ', dan' panas bentuk energi ' karena konsep 'panas' dan 'suhu' yang sangat umum untuk penelitian konsepsi alternatif. Eksplorasi (20 atau 25 menit) Di sini, guru mendorong siswa untuk memainkan permainan basket yang dijelaskan di bagian kedua dari lembar kerja (lihat Lampiran 1) . (S) ia juga mendorong mereka untuk menyelesaikan tabel diberikan dalam lembar kerja. Namun, siswa yang paling mungkin berkonsentrasi pada permainan dan tidak melihat istilah khusus sebagai "nomor menembak dan jumlah bola dimainkan". Guru harus terutama menekankan pernyataan ini. Dalam proses ini, meskipun semua informasi disajikan dalam lembar kerja, guru menjelaskan bahwa dalam permainan, memikirkan guru Anda sebagai sumber panas, pikirkan diri Anda sebagai zat mengambil panas, memikirkan bola diberikan kepada Anda dalam permainan sebagai panas, pikirkan nomor menembak suhu. Kemudian, mereka menjawab pertanyaan-pertanyaan berikut dalam kelompok kecil mereka dengan negosiasi: 'Jelaskan hubungan antara panas dan suhu', 'Jelaskan perbedaan dari panas dan suhu'. Dengan melakukan ini, siswa dapat membuat hubungan antara bermain basket dan ilmu dengan cara berbasis kontekstual. Artinya, upaya disebutkan bermaksud bahwa siswa mengatakan 'a-ha' saat (misalnya Metcalf & Tinker, 2004)