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Prospective Teachers' Interest in Astronomy: The Effect of Conceptual Change Texts in Astronomy
Abstract
The aim of this study is to develop conceptual change texts to change the misconceptions in astronomy courses and to compare the effect of Conceptual Change Texts on pre-service science teachers' interest in astronomy. A quasi-experimental design with a pretest-posttest control group was used. The study sample consisted of 4th-grade pre-service teachers. The group in which conceptual change texts were applied constituted the first experimental group with 27, the group in which classical texts were applied constituted the second experimental group with 24, and 26 pre-service teachers in which traditional learning was performed constituted the control group. For the data collection tool of the study, the Astronomy Interest Scale was applied to determine the interest levels of pre-service science teachers towards astronomy education. It was determined that there was no difference between the interest of the experimental and control groups towards astronomy before and after the application, the difference was only in favour of the Conceptual Change Texts group.
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