@article {1570,
	title = {ADDRESSING PRE-SERVICE TEACHERS{\textquoteright} MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-515},
	abstract = {Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers{\textquoteright} conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. },
	keywords = {conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.499},
	url = {https://oaji.net/articles/2022/457-1662401000.pdf},
	author = {Johannes Addido and Andrea   C. Burrows and Timothy   F. Slater}
}
@article {1160,
	title = {A CROSS-AGE COMPARISON OF SCIENCE STUDENT TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING OF SOIL EROSION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {601-619},
	abstract = {The relevant literature has shown that student teachers hold alternative conceptions of soil erosion. Even though Turkish science student teachers are expected to teach the concept of {\textquoteleft}soil erosion{\textquoteright} in lower secondary schools (grades 5-8), none of the earlier studies have explored their conceptual growth and/or mental models throughout a 4-year undergraduate program. Indeed, science (student) teachers, who play a pivotal role in teaching the sustainability of soil as an environmental heritage, are able to transfer their environmental knowledge and mental models to younger generations. Therefore, the aim of this research was to elicit science student teachers{\textquoteright} (SSTs) understanding of soil erosion. In a cross-age comparison, the sample of the research was comprised of the first-year (n=54), second-year (n=62), third-year (n=60), and fourth-year of a four-year science education program (n=65), a total of 241 SSTs, enrolled at the Department of Science Education in Karadeniz Technical University in Turkey. A questionnaire with 4 open-ended questions and semi-structured interviews were used to collect data. The results indicated that the majority of the SSTs confused the concept of {\textquoteleft}soil erosion{\textquoteright} with the one {\textquoteleft}landslide{\textquoteright}. For this reason, the current research suggests the development of analogies and computer simulations to overcome this confusion.},
	keywords = {conceptual understanding, cross-age, mental model, science student teacher, soil erosion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.601},
	url = {http://oaji.net/articles/2017/457-1540319925.pdf},
	author = {Sibel Er Nas and Muammer   {\c C}al{\i}k}
}
@article {413,
	title = {PRE-SERVICE TEACHERS{\textquoteright} FAMILIARITY, INTEREST AND CONCEPTUAL UNDERSTANDING OF SCIENCE PROCESS SKILLS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {76-86},
	abstract = {This study explored pre-service teachers{\textquoteright} familiarity, interest, and conceptual understanding of science process skills. A sample comprised ninety one primary school pre-service teachers at a university in the Midwest of the USA. Participants were enrolled in two science education courses; introductory science teaching methods course and advanced science methods course. The introductory science methods course is mainly focused on developing science process skills among pre-service teachers while the advanced science methods course is focused on content and pedagogical knowledge. Data were collected through a questionnaire. Results showed that pre-service teachers had higher familiarity and interest levels in science process skills, but very poor conceptual understanding of the science process skills. Their incorrect definitions of science processes ranged from not having any idea to tautology. Moreover, most participants interchanged definitions of some science processes notably measuring and quantification; and predicting and inferring. The findings have implications for science teaching, learning and teacher education. },
	keywords = {conceptual understanding, science process skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515680.pdf},
	author = {Simeon  Mbewe and Vivien  Chabalengula and Frackson Mumba}
}
