The impacts of conceptual change text-based concept teaching on various variables

In this study, the purpose of which is to investigate the effectiveness of conceptual change texts, the data was obtained through ‘Concept Achievement Test’ by Çalık and Ayas [17], ‘Attitude Scale toward Conceptual Change Text’ by Yalvaç [18] and ‘Science Teaching Self-Efficacy Belief Instrument’ by Enochs and Riggs [20]. The scales were conducted as pre-test before empiric process and post-test after empiric process. The study group consists of 112 teacher candidates studying at the 3rd grade of Primary School Teaching Department at a state university. The study was designed and conducted within experimental design with pre-test and post-test control group. After a four-week research, the analysis of the data showed that the concept achievements, attitudes toward conceptual change texts and elementary science teaching self-efficacy beliefs of the teacher candidates who were given conceptual change texts based concept education were significantly higher than those of the teacher candidates who received traditional concept education without conceptual change texts. © 2018 by authors, all rights reserved