The effect of conceptual change text structure on concept understanding and misconception reduction of dynamic electricity

This study investigated the effect of conceptual change text on student understanding and misconception reduction of dynamic electricity concept. A quasi-experimental research with pre-test/post-test non-equivalent control group design was used. The subjects for this study consisted of 90 tenth-grade students. The three-tier test, the Dynamic Electricity Concept Test (DECT), was developed as pre-test and post-test to access the student conceptions. While the experimental group (n=45) received a conceptual change text, the control group (n=45) received an expository text. MANCOVA analysis was used to know the effect of conceptual change text structure on both dependent variables. The results of the study indicated that the student in the experimental group showed significantly higher understanding and higher misconceptions reduction compared to the students in the control group. Both groups had increased concept understanding and misconceptions reduction, however, the experimental group’s result was better than the control group