The effect of compton scattering teaching based on hot conceptual change on students conceptual change

Abstract

The aim of this study is, within the framework of Teaching Model for Hot Conceptual Change, to investigate the effect of cognitive conflict based Compton Scattering teaching that was supported by motivational and metacognitive strategies on students' conceptual change. The sample of the study in which mixed method design was used consists of 40 students from two grade 11 classes at an Anatolian Teacher High School in Turkey. Data were collected with Modern Physics Concept Test (MPCT) and semi-structured interviews. MPCT was administered as pre, post and delayed post tests which were followed by semi-structured interviews with a total of 14 students, including seven students from each class. Data gathered from MPCT were analyzed by using content analysis and tabulated. Also, students' responses to interview questions were coded and personal development tables were created. The research findings show that students’ views about Compton Scattering cannot be related with the scientific view before instruction. However, it has been found that the instruction based on TMHCC is considerably successful in helping students to change their conceptions after instruction. Also, students' insistent misconceptions after the instruction were identified and these misconceptions were associated with the stages of instruction to reveal the limitations of instruction in this study.