ISSN: 2222-6990
Open access
This study endeavoured to explore the effectiveness of conceptual change-based teaching as compared to conventional science teaching on understanding of heat and temperature concepts among Technical and Vocational Education and Training (TVET) students. This study was been conducted at PERDA Advanced Technical Institute (PERDA-TECH), Nibong Tebal, Malaysia. Students’ misconceptions of heat and temperature concepts was determined through relevant studies and tested through the understanding of heat and temperature concept test. This research involved 70 students from four fields of study. 35 respondents were used as control groups, and the remaining 35 were employed as experimental groups. Both groups received theoretical lessons. Only experimental group conducted experiments on the heat and temperature concepts and been exposed to the conceptual change-based teaching during the experiment. Students in both groups were tested through the understanding of heat and temperature concept test after conventional science teaching and subsequently after conceptual change-based teaching. The study was based on differences in factors of gender, areas of study, socioeconomic status and student age. All data collected, encoded and subsequently analyzed using Statistical Package for Social Science (SPSS) software. Independent sample t-tests and one-way ANOVA tests were used to determine whether there are significant differences in mean sample scores before and after treatment. The results recorded that there was a significant difference between these factors and students who were undergoing a conceptual change-based teaching understand the concepts of heat and temperature more and achieves better performance.
Alwan, A. A. (2011). Misconception of heat and temperature among physics students. Procedia - Social and Behavioral Sciences, 12, 600–614.
https://doi.org/10.1016/j.sbspro.2011.02.074
Anbazhagan, A., & Govindarajan, S. (2020). Effectiveness of Brain Based Approach in Enhancing Physics Learning Among the students of standard VIII. Journal of Information and Computational Science, 10(1), 1142–1147. Retrieved from www.joics.org
Baser, M. (2006a). Effect of Conceptual Change Oriented Instruction on Students’ Understanding of Heat and Temperature Concepts. Online Submission, 4(1), 64–79.
Baser, M. (2006b). Fostering Conceptual Change by Cognitive Conflict Based Intruction on Students’ Undertanding of Heat and Temperature Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96–114. Retrieved from www.ejmste.com
EPU. (2010). Tenth Malaysia Plan (10MP), 2010-2015. Retrieved from
http://extwprlegs1.fao.org/docs/pdf/MAL177543.pdf
EPU. (2015). Accelerating human capital development for an advanced nation. Eleventh Malaysian Plan, 2016-2020, Chapter 5, 1–31. Retrieved from http://www.epu.gov.my
Esa, A., & Abdul Rahman, J. (2014). Tvet and strategies helping student providers into market. Journal of Education and Human Development, 3(2), 743–751.
Goris, T. (2010). Students ’ Misconceptions in Science , Technology , and Engineering . ASEE Illinois/Indiana Section Conference, (January 2010), 1–16.
Hadi, M. Y. A., Hassan, R., Razzaq, A. R. A., & Mustafa, M. Z. (2015). Application of Thinking Skills in Career: A Survey on Technical and Vocational Education Training (TVET) Qualification Semi-professional Job Duties. Procedia - Social and Behavioral Sciences, 211(September), 1163–1170. https://doi.org/10.1016/j.sbspro.2015.11.155
Harrison, A. G., Grayson, D. J., & Treagust, D. F. (1999). Investigating a Grade 11 student’s evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55–87. https://doi.org/10.1002/(SICI)1098-2736(199901)36:1<55::AID-TEA5>3.0.CO;2-P
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. https://doi.org/10.1002/tea.20363
Kim, Y., Bao, L., & Acar, O. (2006). Students’ cognitive conflict and conceptual change in a physics by inquiry class. AIP Conference Proceedings, 818(February), 117–120. https://doi.org/10.1063/1.2177037
Kola, A. J. (2017). Developing a Constructivist Model for Effective Physics Learning. International Journal of Trend in Scientific Research and Development, Volume-1(Issue-4). https://doi.org/10.31142/ijtsrd85
Leong, P. C. (2011). Key Reforms in Revitalising Technical and Vocational Education and Training (TVET) in Malaysia. Regional Conference on Human Resource Development Through TVET as a Development Strategy in Asia, (August), 12.
Lowe, N. K. (2019). What Is a Pilot Study? JOGNN - Journal of Obstetric, Gynecologic, and Neonatal Nursing, 48(2), 117–118. https://doi.org/10.1016/j.jogn.2019.01.005
McLeod, S. (2012). Jean Piaget Cognitive Theory Simply Psychology. Simply Psychology, 1–7. Retrieved from http://www.simplypsychology.org/piaget.html
Demirbas, M. (2014). Effects of Meaningful Learning on Conceptual Perceptions Related To “ Force and Motion ”: an Experimental Study for Pre-Service Science Teachers. Journal of Baltic Science Education, 13(3), 394–410.
Nordin, A. B., & Muhammad Noor, A. (2010). Kefahaman konsep suhu dan haba di kalangan pelajar tingkatan dua di sebuah sekolah di daerah Lenggong, Perak. Jurnal Pendidikan UTM, 3(12), 23–31.
Salleh, K. M., Sulaiman, N. L., Mohamad, M. M., & Sern, L. C. (2017). Assessing soft skills components in science and technology programs within Malaysian technical universities. Songklanakarin Journal of Science and Technology, 39(3), 399–405.
https://doi.org/10.14456/sjst-psu.2017.43
Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tomara, M., Tselfes, V., & Gouscos, D. (2017). Instructional strategies to promote conceptual change about force and motion: A review of the literature. Themes in Science & Technology Education, 10(1), 1–16. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1164704.pdf
Veloo, A., Nor, R., & Khalid, R. (2015). Attitude towards physics and additional mathematics achievement towards physics achievement. International Education Studies, 8(3), 35–43. https://doi.org/10.5539/ies.v8n3p35
Zhiqing, Z. (2015). Assimilation, Accommodation, and Equilibration: A Schema-Based Perspective on Translation as Process and as Product. International Forum of Teaching and Studies, 11(12), 84–89. Retrieved from
http://americanscholarspress.us/journals/IFST/pdf/IFOTS-2-2015/v11n2-art9.pdf
Zohar, A., & Aharon-Kravetsky, S. (2005). Exploring the effects of cognitive conflict and direct teaching for students of different academic levels. Journal of Research in Science Teaching, 42(7), 829–855. https://doi.org/10.1002/tea.20075
In-Text Citation: (Ahmad & Salleh, 2021)
To Cite this Article: Ahmad, S. R., & Salleh, S. (2021). Effects of Conceptual Change-Based Teaching on the Understanding of Heat and Temperature Concepts among Technical and Vocational Education and Training (TVET) Students with Different Demographic Background. International Journal of Academic Research in Business and Social Sciences, 11(3), 59-75.
Copyright: © 2021 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode