The Effect of Conceptual Change Text on Pre-Service Teachers' Understanding of Heat Conduction

摘要

The purpose of this research is to investigate the effect of conceptual change text (CCT) on pre-service teachers' (PTS) understanding in heat conduction concept. One group pretest-posttest design was used in this research. The participants of this research were 33 PTS and used the diagnostic test to reveals their understanding about the heat conduction in macroscopic and microscopic level both verbally and visually. The result shows that before the CCT given to PTS the most categories of their conception was Lack of Knowledge (LK) but after CCT was given the most categories was became a Scientific Conception (SC). The level of understanding increased from only knows about the macroscopic level to became understanding at the microscopic level both verbal and visual. This study suggested that CCT can be used to increase the understanding of the PTS not only at the macroscopic level but also at the microscopic level.