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Version 1.1 – Updated August 2021

Science conceptual change programs

Overview

  • Influence: Science conceptual change programs
  • Domain: Curricula
  • Sub-Domain: Other curricula programs
  • Potential to Accelerate Student Achievement: Potential to considerably accelerate
  • Influence Definition: Teaching for conceptual change involves uncovering students' preconceptions about a particular topic and using various techniques to help students change their conceptual framework. Conceptual change theory depends on two assumptions: that teachers and learners share a “conceptual ecology,” or an environment in which particular assumptions about learning predominate, and that change is only possible when intelligible, plausible, and useful alternatives to core assumptions are presented to teachers and learners.

Evidence

  • Number of meta-analyses: 2
  • Number of studies: 112
  • Number of students: 0
  • Number of effects: 168
  • Effect size: 0.99

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Procedia Social and Behavioral Sciences Armagan, Keskin & Akin Turkey Effectiveness of conceptual change texts: a Meta analysis 2010 Conceptual change texts on achievement 42 0 42 1.16
Reading Research Quarterly Guzzetti, Snyder, Glass & Gamas USA Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. 1993 Conceptual change in science 70 0 126 0.81
TOTAL/AVERAGE 112 0 168 0.99

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 2 3 1 2 2
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