<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Benedict Tlala</style></author><author><style face="normal" font="default" size="100%">Israel Kibirige</style></author><author><style face="normal" font="default" size="100%">Joseph Osodo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INVESTIGATING GRADE 10 LEARNERS’ ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual change</style></keyword><keyword><style  face="normal" font="default" size="100%">misconceptions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437062876.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners’ achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners’ attitudes towards Life Sciences. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">155-164</style></section></record></records></xml>