Abstract:

  The aim of this study was to explore the effect of enriched laboratory guide materials, integrating different conceptual change methods/techniques according to stages of 5E model on changing prospective science teachers’ alternative conceptions of “Evaporation and Boiling”. A quasi-experimental method was employed. The study participants consisted of 97 prospective science teachers who studied in the science education department of Education Faculty in Giresun University. The experimental groups used the enriched laboratory guide materials, integrating different conceptual change methods or techniques such as concept map (CM), computer animations (CA), conceptual change text (CCT), worksheet and experiments based on scientific process skills according to stages of 5E model. The control groups used traditional teaching method as lecture, questions-answers and close-ended experiments. To collect data, a two-tier Evaporation and Boiling Concept Questionnaire (EBCQ) were used. The results showed that the experimental groups were more successful in conceptual change than the control groups. That is, study results indicate that the learning environment designed in accordance with the enriched laboratory guide materials was more efficient than the traditional learning environment in terms of students' conceptual understanding and changing their' alternative conceptions.

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