The impact of the conceptual change model on grade 10 learners using simple electric circuits

MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014Poor academic performance in science is a problem in the world. Numbers of factors contribute to this academic performance. Secondary school learners, particularly those in grade 10 are experiencing problems in understanding simple electric circuits in Physical Sciences. Lack of exposure to practical work might be one of the factors that contribute to lack of understanding of simple electric circuit and inability to link what they learn in class with the outside world. For that reason, it is the purpose of this study to determine what grade 10 learners’ alternative conceptions in electricity are and to explore the impact of conceptual change model on grade 10 learners using simple electric circuits. The study further highlights a number of issues that lead to poor academic achievements in physical sciences. This study further provides the learning strategy in physical science for learners to improve their learning process of simple electric circuits. Four secondary schools from Mankweng cluster, Capricorn District of Limpopo Province were randomly selected to participate in this study. From these schools a sample of 136 learners of different sex were also randomly selected. Two survey instruments, an open-ended questionnaire and the Simple Electric Circuit Conceptual Test were used to collect data. The data was collected over a period of 3 weeks. Learners (in the experimental group) were taught the same electric circuit topics using Conceptual Change Model (CCM) while Regular Teaching Approach (RTP) was used in the control group. Data collected was analysed using descriptive analysis, ANOVA and ANCOVA. The explanations the respondents gave were analysed using nomothetic and ideographic analyses. Misconceptions were identified as one of the learning barriers. The results from the questionnaire also revealed that learners were willing to learn electric circuits’ concepts but they lacked effective learning strategies and techniques to enhance their academic performances. It was also established that learners could not relate what they had learnt on electric circuit with their daily experiences and that practical work was rarely conducted at most schools. The statistical results showed that when teaching simple electric circuits using Conceptual Change Model, there is equal improvement in academic results across all sexes. There was no significant difference between academic achievements of males and females taught using the Conceptual Change Model.Master