The effects of conceptual assignments, conceptual change discussions, and a CAI program emphasizing cognitive conflict on students' achievement and misconceptions in physics

The main purpose of this study was to find the effect of three instructional methods (conceptual assignments, conceptual change discussion method, and Computer Assisted Instruction (CAI) program emphasizing cognitive conflict) on students' misconceptions about force and motion. These methods are based on Kelly's Personal Constructs theory. A diagnostic test and an achievement test about force were developed to measure students' misconceptions and achievement.;The study was conducted with 6 physics teachers, 18 classes, a total of 396 high school physics students. The teachers were trained to implement the experiment. Each class was randomly assigned to one of 7 different treatment groups or a control group. The teachers administered the force diagnostic and force achievement tests to their physics classes. These results were used to statistically match the 18 groups. Students assigned to the CAI protocol used the CAI program developed by the researcher for three class periods. Students assigned to the conceptual assignments protocol completed five conceptual assignments about force and motion. Students assigned to the discussion method participated in conceptual change discussions. Throughout the study, the researcher was observing the physics classes for treatment verification. At the end of the eight-week treatment period, all students were posttested using the same tests.;The data were analyzed using MANCOVA, followed by protected univariate F-test and step-down analysis. The statistical results showed that for the experimental students who participated in the study, the conceptual change discussion was an effective means of reducing the number of misconceptions students held about force and motion. The conceptual change discussion was also effective in significantly improving experimental students' physics achievement in force and motion. A gender difference was observed in the misconceptions. Male students had fewer misconceptions than female students in force and motion. This difference was not manifested in the physics achievement of the students.;Weak evidence (in the form of nonsignificant effect) was provided by the study that the CAI program, the conceptual assignments, and the treatments interactions effects (the CAI program, the conceptual assignments, and the conceptual discussions) were not an effective means of reducing the number of misconceptions students held and significantly improving students' physics achievement in force and motion. In the light of the findings of this study, the content and objectives of physics courses, and education of physics teachers are recommended to be changed to allow and provide the means for physics teachers to effectively deal with students' difficulties in physics.