Implementation of Conceptual Change Approach to Improve Learners' Understanding of Quantitative Chemistry Aspects

*Zanele Ginyigazi, Lungiswa Nqoma, Bulelwa Makena and Pretty Thandiswa Mpiti*

## **Abstract**

Implementing a conceptual change approach helps students correct misconceptions and gain a deeper understanding of key quantitative Chemistry concepts, including stoichiometry, chemical equations and substance quantity calculations. For improvement of how learners understood quantitative aspects as measured with chemical change, a conceptual change approach became the centre of inquiry. A case study and qualitative approach were used to collect data from 50 learners and 12 learners. The findings indicate an improvement in learners' scientific understanding after the administration of a pre-test and a post-test. Concurrently, provided by this study is evidence denting that misconceptions of learners can be facilitated with great conceptual understanding through the application of a conceptual change framework. The study recommends a well-designed conceptual change instructional approach that leads to significantly better acquisition of scientific concepts.

**Keywords:** conceptual change, quantitative aspects, chemical change, chemistry, scientific

### **1. Introduction**

Upon the analysis of matric results in South Africa (more so those of the Eastern Cape Province), the results of Physical Science were observed to be trailing behind. The trend from 2016 to 2019 reveals that the subject trails behind in comparison to others (National Diagnostic Report (NDR)) [1].

An attempt has been made to counteract the dilemma of poor performance in Physical Science by launching several initiatives and programmes nationally and in respective provinces at the level of higher education institutions. An example of the government's attempt to improve the Physical Science results was the establishment of Dinaledi schools, which were to be increased to roughly 400 [2]. The Dinaledi Focus Schools Project was included in the National Strategy to raise the number of quality passes by learners in Grades 10–12. The focus was on Mathematics and Physical

Science, more so on previously disadvantaged learners. There are studies that have argued that underperformance in Physical Sciences is caused by the unavailability of infrastructure and quality of teaching [3]. However, attention has been on improving Physical Science performance overall, but no attention was paid on the actual strategies to be used. Therefore, this study focuses on identifying and characterising learners' misconceptions and difficulties with quantitative aspects of chemical change and how to remove these misconceptions to enhance learning and teaching using the conceptual change approach. Conceptual change is the process of change from the learner's prior conception to scientific conception [4]. This study employed a qualitative research methodology to gather data. In-depth interviews and a rigorous qualitative technique were used to study participants' opinions of the conceptual change model and how it affects conceptual change. Qualitatively designed research would enhance participants' conceptual change experience during classroom teaching, thus imparting greater knowledge regarding the roles of the different conceptual change model phases [5].

Against the above background, the researchers wished to find answers to the following research question: To what extent can the implementation of the conceptual change approach be used as a teaching and learning strategy in Physical Sciences, in one rural school?

### **2. Literature review**

An instructional strategy wherein the teacher serves as an implementor and facilitator by guiding learners towards scientifically constructing valid ideas is termed as the conceptual change instructional strategy. This approach permits the instructor to pose thought-provoking questions, which then become a leeway for learners to conduct experiments under the mentorship of guided discussions.

Syuhendri [6] explored the effect of conceptual change-based instruction accompanied by demonstrations on 11th-grade learners' attitudes towards Chemistry. Ebru, Fulya, Hakan, Vuslat, Necdet, Nuray and Filiz [7] examined conceptual change and the effect analogy has in bringing about conceptual change in Physics learners. Chinyere and Madu [8] found that the experimental analogy model improved the understanding of the concept of light refraction compared to regular lecture methods. However, learners frequently have misconceptions that prevent them from developing meaningful comprehension of complicated ideas. The researchers posit that simply giving learners the logical justifications for scientific ideas during instruction of quantitative aspects of chemical change does not promote conceptual understanding to the point where such justifications make little sense considering the learners' own beliefs. The most influential model of conceptual change was proposed by Posner et al. [9]. Baidoo et al. [10] articulate as they concur that one of the best approaches to address misconceptions by learners about real-life situations and the manner they perceive physical world operations is through using the Piagetian concept of accommodation and the Khunian concept of 'scientific revolution'. Conceptual shift is the idea that pupils learn in a new way while building on a variety of existing information. As a means to enhance learning by categorising science concepts misconceptions, the suggested vital strategy then becomes the conceptual change text-oriented instruction. Designing learning environments that allow learners to become aware of their current internal justifications and beliefs is essential for promoting conceptual change and improving problem-solving abilities.

*Implementation of Conceptual Change Approach to Improve Learners' Understanding… DOI: http://dx.doi.org/10.5772/intechopen.114094*
