The level of conceptual change in science learning progress based on local wisdom among prospective elementary school teachers

Susanna Vonny Noviana Rante; I Ketut Linggih; Yeral Baso’; Marvita I. Pilo; Delina A. La’Bi’; Markus Deli Girik Allo

doi:10.33578/jpfkip.v14i3.p328-333

Authors

Susanna Vonny Noviana Rante Universitas Kristen Indonesia Toraja, Tana Toraja, Indonesia Author
I Ketut Linggih Universitas Kristen Indonesia Toraja, Tana Toraja, Indonesia Author
Yeral Baso’ Universitas Kristen Indonesia Toraja, Tana Toraja, Indonesia Author
Marvita I. Pilo Universitas Kristen Indonesia Toraja, Tana Toraja,, Indonesia Author
Delina A. La’Bi’ Universitas Kristen Indonesia Toraja, Tana Toraja, Indonesia Author
Markus Deli Girik Allo Universitas Kristen Indonesia Toraja, Tana Toraja, Indonesia Author

DOI:

https://doi.org/10.33578/jpfkip.v14i3.p328-333

Keywords:

Level of conceptual change, local wisdom

Abstract

This study aims to evaluate the conceptual change of prospective elementary school teachers after participating in science learning based on local wisdom using Conceptual Change Texts. The research employed a descriptive quantitative method involving 30 Primary School Teacher Education students from Universitas Kristen Indonesia Toraja enrolled in the Basic Science Concepts course. The level of conceptual change was identified through a four-tier diagnostic test and assessments in the Student Worksheet, following established guidelines for determining levels of conceptual change. The results showed that approximately 12.97% of students were at the level of Initial Scientific Conception (ISC), 6.98% at the Static (S) level, 77.18% at the Reconstruction (R) level, 4.01% at the Construction (C) level, and none at the Disorientation (D) level. This study demonstrates that science learning based on local wisdom, using conceptual change texts, effectively minimises misconceptions and leads students to achieve conceptual change at the construction and reconstruction levels.

References

Abrahamson, D., Shayan, S., Bakker, A., & Van Der Schaaf, M. (2015). Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action. Human Development, 58(4–5), 218–244. https://doi.org/10.1159/000443153

Ahopelto, I., Mikkilä-Erdmann, M., Anto, E., & Penttinen, M. (2011). Future Elementary school teachers' conceptual change concerning photosynthesis. Scandinavian Journal of Educational Research, 55(5), 503–515. https://doi.org/10.1080/00313831.2010.550060

Aleknavičiūtė, V., Lehtinen, E., & Södervik, I. (2023). Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educational Research Review, 41, 100556. https://doi.org/10.1016/J.EDUREV.2023.100556

Sinatra, G. M., & Mason, L. (2013). Beyond Knowledge : Learner Characteristics Influencing Conceptual Change. International Handbook of Research on Conceptual Change, 377–394. https://doi.org/10.4324/9780203154472-25

Chi, M. T. H., Slotta, J. D., & De Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4(1), 27–43. https://doi.org/10.1016/0959-4752(94)90017-5

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.

Dole, J. A. (2000). Readers, Texts and Conceptual Change Learning. Reading & Writing Quarterly, 16(2), 99–118. https://doi.org/10.1080/105735600277980

Garzón-Díaz, E. (2021). From cultural awareness to scientific citizenship: implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism, 24(2), 242–259. https://doi.org/10.1080/13670050.2018.1456512

Krajcik, J. S., & Shin, N. (2023). Student Conceptions, Conceptual Change, and Learning Progressions. Handbook of Research on Science Education: Volume III, 3, 121–157. https://doi.org/10.4324/9780367855758-7/STUDENT-CONCEPTIONS-CONCEPTUAL-CHANGE-LEARNING-PROGRESSIONS-JOSEPH-KRAJCIK-NAMSOO-SHIN

Naeem Sarwar, M., Shahzad, A., Ullah, Z., Raza, S., Wasti, S. H., Shrahili, M., Elbatal, I., Kulsoom, S., Qaisar, S., & Faizan Nazar, M. (2024). Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology. Frontiers in Education, 9, 1339957. https://doi.org/10.3389/FEDUC.2024.1339957/BIBTEX

Perdana, G. P., Suma, K., & Pujani, N. M. (2018). The Effect of Conceptual Change Text Structure on Concept Understanding and Misconception Reduction in Dynamic Electricity. SHS Web of Conferences, 42, 00075. https://doi.org/10.1051/SHSCONF/20184200075

Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change. Review of Educational Research, 63(2), 167–199. https://doi.org/10.3102/00346543063002167

Stepans, J. I. (2005). Professional Development Based on Conceptual Change: The Wyoming TRIAD Process. In Exemplary Science: Best Practices in Professional Development. NSTA Press.

Strößner, C. (2022). Conceptual Learning and Local Incommensurability: A Dynamic Logic Approach. Axiomathes, 32(6), 1025–1045. https://doi.org/10.1007/S10516-021-09563-6

Thagard, P. (1990). Concepts and conceptual change. Synthese, 82(2), 255–274. https://doi.org/10.1007/BF00413664/METRICS