PROMOTING CONCEPTUAL CHANGE ON STUDENTS’
UNDERSTANDING OF GASES USING INSTRUCTIONAL MATERIALS
DERIVED FROM CONFLICT MAPS
Richard R. Jugar
Science and Mathematics Education Department
College Of Education, University Of San Carlos, Philippines
ABSTRACT
This study intended to establish the applicability and effectiveness of conflict
maps in promoting conceptual change. The study initiates with the identification
of the alternative conceptions of secondary school students on the topic of gases.
This was followed by the consequent remediation of these identified alternative
conceptions using instructional materials developed from conflict maps. Conflict
mapping was originally proposed by Tsai (2000) as an approach to enhance
science instruction. Using three sections of grade 9 classes as research
respondents; two-tiered testing, individual and group interviews, as well as class
observations were conducted. Based on pre-testing, the identified prevalent
alternative conceptions of the students include (a) the apparent inability of gas to
occupy the volume of the container, (b) incompressibility of gases, (c) the
increase in particle size of gases when heated, and (d) the settling of confi ned gas
particles on the bottom of the container upon cooling. After classroom
intervention using the instructional materials developed from conflict maps,
analysis of results indicated positive learning gains in all three classes as
indicated by the shift of the students’ conception by the majority of the
population, from the prevalent alternative conception to the correct scientific
conception.
Keywords: Conflict Map, Conceptual Change, Instructional Materials, Teaching
Strategy, Gases
1. INTRODUCTION
The acknowledgement that the learners do not
come in the portals of our classroom as an
empty vessel ready to be filled in with
knowledge is one of the basic tenets of
constructivism. Out of this acknowledgement
stems the movement that seeks to modify the
existent conception of the learner from being
incorrect or incomplete into a correct and
scientifically accepted conception. This process
is known as conceptual change. Over the years, a
number of mechanisms have been proposed in
an attempt to explain the conceptual change
process (Carey 1958; Demastes, Good and
Peebles, 1996; Driver 1981; Fensham, Gunstone
and White 1994; Mortimer 1995; Niedder and
Goldberg 1994; Vosniadou and Ioannides 1998).
[11]
Relevant Concept 1
Relevant Concept 2
Relevant Concept 3
Critical Event
Student Alternative
Conception
Target Scientific
Conception
Relevant
Concept 4
MIND
ENVIRONMENT
Discrepant
Discrepant
Perception
Supporting
Perception 1
Supporting
Perception 2
Figure 1. Schematic Diagram of a Conflict Map as Proposed by Tsai (2000)
It is believed that the understanding of the
conceptual change process will help educators in
coming up with a framework to effectively
capture the learning of science concepts, and by
extension, could serve as a guide in constructing
or developing sound instructional intervention
(Vosniadou and Ioannides, 1998).
In 2000, Tsai proposed the use of
conflict maps as an approach to enhance science
instruction. Since its introduction, there were
other studies conducted concerning conflict
maps. One study investigates the effectiveness of
conflict maps and V-shape teaching methods in
science conceptual change (Bawaheh et. al.,
2010). In another study by Oh (2011), the
conflict map was enhanced in light of the
Lakatosian methodology. Based on these
literatures, conflict mapping was claimed to be
useful in instructional material development,
lesson planning and implementation, as well as
an effective metacognitive tool for learners.
Figure 1 shows the schematic diagram of a
conflict map.
As the figure depicts, a conflict map
recognizes both external (environment) and
internal (mind) processes associated with
learning. As cited in Tsai, the conflict map is
actually an extension of Hasweh’s (1986) study
from which two conflicts were identified upon
disequilibration. The first conflict exists between
the learner’s alternative conception and the new
conception and the other conflict is between the
learner’s alternative conception and the desired
scientific conception.
The theoretical framework that links
conflict mapping to conceptual change is
provided by the parallelism of the conflict map’s
key components to the conceptual change model
or CCM as proposed by Posner, Strike and
[12]
Hewson in 1982. The conceptual change model
enumerates four conditions that should be met in
order for the complete conceptual change
process to take place, and these conditions are
essentially focused on the new conception being
introduced. Based on the model, the teacher
should ensure that a) there is a significant degree
of dissatisfaction with the existing alternative
conception, b) the new conception is intelligible,
c) the new conception appears initially plausible,
and d) the new conception is fruitful or open to
new areas of inquiry. The following table
presents the parallelism between the conflict
map and the conditions of the conceptual change
model:
Table 1. Parallelism between the conflict map and
the conceptual change model
Conceptual Change
Model
Dissatisfaction in the
existing alternative
conceptions of the
learner
The new conception
must be intelligible
Conflict Map
Discrepant
Perception
Target Scientific
Concept
The target conception
must appear initially
plausible
Critical Event and
Relevant Concepts
The new conception is
fruitful or open to new
areas of inquiry
Supporting
Perceptions
In this study, upon taking into account
the merits of the conflict map with respect to the
Conceptual Change Model, conflict maps were
used to develop instructional materials in an
attempt to address the identified alternative
conceptions of grade 9 students on the
particulate nature of gases. Further, the
effectiveness and applicability of conflict
mapping is judged based on the conceptual gains
of the respondents after the conflict-map based
classroom intervention has been applied.
2. METHODOLOGY
The study was conducted in two private
high schools within Cebu City, Philippines. Both
schools are Catholic secondary schools with an
average class size of 45 students per class. Since
three classes (A, B and C) were used in the study,
two sections were taken from one school and
one section from the other school. Both schools
have mixed class gender with heterogeneous
grouping
with
respect
to
classroom
performance, and generally follow the high
school chemistry curriculum as prescribed by
the Department of Education of the Philippines.
Within the identified classes, purposive
sampling was done to come up with a list of
students for interview and analysis. The
selection was based upon the recommendation
of the subject teacher, with class performance
in their current and previous grading period as
basis. For each of the class performance
category, one student was chosen per class.
Considering that there were three ability
groups composed of low, middle and high
ability per class, and taking into account that
there were three different classes; a total of 9
students composed the focus group, namely 3
students per identified class. A two-tiered 15item test was given to the student respondents
followed by individual and group interviews.
Classroom observation through a combination
of direct and videotaped observations were
performed for the duration of the
implementation. Prior to the implementation of
the study, the teachers of the selected classes
were trained in constructing conflict maps.
For the analysis of the open ended questions, the
following categories and heading was used, as
suggested by Abraham et. al. (1994):
Sound Understanding (SU): Responses that
[13]




include all the components of the validated
response.
Partial Understanding (PU): Responses that
included at least one of the components of the
validated response, but not all of the
components.
Partial
Understanding
with
Specific
Misconception (SM): Responses that shows
understanding of the concept, but also made a
statement,
which
demonstrated
a
misunderstanding.
Specific Misconception (SM): Responses that
included illogical or incorrect information.
No Understanding (NU): Repeated the question;
contained irrelevant information or an unclear
response; left the response blank.
Based on the results, the students’
responses were thematically grouped to come
up with the identified alternative conceptions,
upon which the conflict maps were based. The
same set of two-tiered test was also used as the
post-test followed by another set of in-depth
individual and group interviews to account for
the changes in the students’ conceptions before
and after the instructional intervention. The
input of the teacher implementers concerning
(a) significant change/s in the way they teach
the topic, (b) difficulty in teaching the topic
using the instructional materials derived from
conflict maps, and (c) changes in the way
students interact were also accounted.
3. RESULTS AND DISCUSSION
3.1 Students’ Alternative Conceptions on
Gases
Based on the result of the categorized
pretest responses, frequencies of partial
understanding (PU), partial understanding with
specific misconception (PM), and specific
misconceptions were taken together and were
considered as the prevalent alternative
conception. Responses falling on the category of
no understanding (NU) were not taken into
consideration since no specific alternative
conception may be inferred or identified.
Responses on the NU category are those
responses that are irrelevant to the concept in
question, or the respondents have definitely
expressed that they have no idea on how to
explain the concept at hand.
Most of the identified alternative
conceptions were actually common for the three
classes. These alternative conceptions were also
consistent with the findings of the survey done
by Kind (2004), Chiu (2007), and Horton (2007)
concerning the alternative conceptions of
students on basic chemical and physical ideas.
For each of the target concept, it was observed
that the number of alternative conceptions that
need to be addressed varies from concept to
concept. For instance, the student respondents
explained the topic on the relationship of
temperature and behavior of gas particles in
different ways. Using correct conception, the
effect of increasing the temperature of a
confined gas will result to the rapid movement
of the gas particles. Moreover, smaller particles
will tend to move faster compared to the larger
particles because of their smaller size.
Alternative conceptions of the students
however, suggest that the particles of gases
actually increase in size resulting in volume
expansion. Further, the size of the particles does
not affect the movement speed upon heating. In
this case, both of these alternative conceptions
are pertinent to the affect of temperature on the
behavior of gas particles. Since these two
alternative conceptions are much related, it is
argued that if the learner completely
understands the effect of temperature on the
behavior of a confined gas, both of these
alternative conceptions can actually be
corrected.
The same is true with the alternative
conceptions on a confined gas not fully
occupying the entire volume of the container,
incompressibility of gases, gas behavior at low
temperature, and the concept of gas pressure.
[14]
The following list summarizes the
alternative conceptions that are used as basis in
the construction of the conflict maps. These
alternative conceptions were identified as
common to all three sections that took the
pretest.




(a) A confined gas does not fully occupy the
volume of its container.
(b) Gases are not compressible.
(c) Gas particles increase in size when heated
which results in volume expansion.
(d) At low temperature, confined gas particles
tend to settle at the bottom of the container.
3.2 Constructed conflict maps and lesson
flows
Computer Simulation of
confined gas molecules
For each of the identified alternative
conception, a conflict map was constructed and
was consequently translated into lesson flows.
These lesson flows are rough lesson plans in
which the correct timing of implementation of
the different components of the conflict map is
outlined. Since the lesson flows are simply an
outline of the chronological order of events upon
implementation, the teacher is relatively free to
choose the specific type of class delivery that he
deems necessary, effective and appropriate.
Figure 2 and 3 respectively present an example
of the constructed conflict maps and the
consequent lesson flow based on the first
identified alternative conception concerning the
volume of a gas in a closed container:
Molecular Theory of
Matter
A confined gas does not
fully occupy the volume
of its container.
Diffusion of Gases
A confined gas takes the
volume and shape of its
container.
Volume of
regular and
irregular
solids
MIND
ENVIRONMENT
Discrepant
Exhibition of
containers of
different volume
Volume comparison
between a newly
purchased and almost
spent portable gas fuel
container
Figure 2. Conflict Map on Gas Volume
[15]
Citation of other
phenomena or
circumstances
where diffusion is
taking place
LESSON FLOW FOR PART 1
The Particulate Property and Fluidity of Gases
(Gas Volume)




Learning Objectives:
Compare and contrast molecule or particle
arrangement among solid, liquid and gas;
Explain the fluidity and compressibility of gases
in relation to its particulate nature;
Define diffusion and cite some examples of its
occurrence; and
Discuss some products and/or materials that
utilize the particulate nature and fluidity of gases.
Initiating Activity: Conceptual Recall of the State
of Matter and Their Basic Attributes
Key Points:
There are five states of matter (solid, liquid, gas,
plasma and BEC)
Focus on the definition and/or property of gases
as given by the students.
Let them come with molecular representations
H2O: ice, water and water vapor
Highlight the molecular arrangement of gas
molecules in a confined container.
Lesson Proper
Part 1: Fluidity of Gases
Key Points
Gases are composed of molecules or particles
that are in constant motion.
Since the particles are in motion, they have the
tendency to be dispersed evenly in a confined
space.
Teacher Presentation 1: Show the students flasks
of different volumes. Cover the flasks with corks
one at a time. Assume that the cover is airtight; no
air goes in or out. (Discrepant event)
Question: What is the volume of the air trapped
in “this” container?
The volume of the confined gas is equal to the
volume of its container.
An illustration or simulation will be used in this
part. (Critical Event)
Teacher Presentation 2 (could also be situational
description): Open a perfume bottle or body
spray on the far end of the classroom. Ask the
students on the other end of the classroom if they
can detect the fragrance. (Relevant Concept 2)
To stress that the particles or molecules of gases
are in constant motion, demonstrate the
phenomenon of diffusion. (Relevant Concept 1)
Group Activity (2-4 students in a group):
Thinking Aloud
Give a couple of minutes for each of the following
questions and solicit responses after the allotted
time period. Discuss responses and always relate
it to the particulate and fluid nature of gases.
Question 1. When you purchase a bottle of
butane gas, it is full and weighs more. After using
it to cook food for some time, the bottle weighs
Concepts Tested
Item Number
The Particulate Nature of
Gases
1-15
Gas Volume
1-6, 9
Gas Temperature
7-13
Gas Pressure
3, 9, 14-15
less since most of the content is already spent. In
this case, how do you compare the volume of gas
inside a newly purchased bottle and a used one?
(Supporting Perception 1)
Question 2. Ask each group to cite a phenomenon
where diffusion of gases is taking place e.g. the
exchange of oxygen and carbon dioxide in the
[16]
lugs, spreading of aroma of food etc. (Supporting
Perception 2)
single designation since these items assess more
than a single concept.
Lesson Closure
Table 2. Questionnaire Item Distribution of Basic
Concepts on Gases
Summarize the Key points of the Topic
A. Gases are made up of the particles or
molecules that are in constant motion.
B. Spaces exist in between these molecules.
C. Gases are fluid – they follow the volume and
shape of their container.
Diffusion is one of the proofs that gas molecules
are in constant motion. It is the movement of gas
molecule from an area of high concentration to
an area of low concentration that enables a
confined gas to occupy the entire volume of the
container.
Figure 3. Lesson Flow
Since there were four main alternative
conceptions that were identified, a total of four
conflict maps as well as four lesson flows were
constructed that is specific for each identified
alternative conception. [Actual conflict maps and
lesson flows quoted in this research are available
from the authors upon request.]
3.3 Students’ Conceptions After Instructional
Intervention
The posttest was conducted as the fifth
part of the implementation phase. Further input
on the Kinetic Molecular Theory (KMT) of gases
was also discussed. In this part, the concepts on
the particulate nature of gases, gas temperature,
gas pressure and gas volume, which were taught
during the first four parts were actually used to
establish the postulates that compose the KMT.
Table 2 shows the item distribution of the basic
concepts on gases that were assessed with
respect to the questionnaire given to the
students. Some of the items have more than a
Based on the result of the posttest, all
three classes registered a positive learning gain
for all items after the topic on gases has been
taught using the instructional materials based on
conflict maps. Several test items registered
100% for sound understanding, which implies
that all students in the class were able to
correctly explain the concept in question. The
common item that consistently displayed a
100% SU gain for all classes is item #12. This
item asks the students to describe the movement
speed of gas particles when the temperature is
increased. Classes A and B both got 100% SU
gain for item #1. This item focuses on the
volume of a confined gas. Despite not getting a
100% SU gain for item #1, Class C was able to
register an 84% SU gain that can be considered
as positive. Class A also got 100% SU gain in
item #5 that relates the confined volume of a gas
to the mole concept. In the same item, Classes B
and C got a positive SU gain of 98% and 70%
respectively.
Despite the positive percentage of SU
gains for all items, there were some items that
registered less than 15% positive SU gains. Item
#11 for Class B only registered 13% positive SU
gain. This question was on the volume expansion
of different gases. Item #7 for Class C only
registered 9% positive SU gain. This item
focused on the behavior of gases at low
temperature. Item #2, which focuses on the
volume of two different gases in a single
confined container registered a mere 11% of
positive SU gains for Class C. These low positive
[17]
SU gains clearly suggest that despite the
intervention, some of the students still adhere to
their
preconceptions
and
alternative
conceptions. Items #2, #4 and36 deal with
volume of two different gases confined in the
same container. Comparing with the positive SU
gains of items 1 and 5, it clearly shows that the
students’ conception have significantly changed
from their preconception that gases do not fully
occupy the volume of the container to the
correct conception that the volume of a confined
gas is dictated by the volume of the container.
However, despite having this correct conception,
most students cannot give the respective volume
of the individual gases confined in the same
container. The students’ inability to give the
correct volume seems to stem from the fact that
when applied to gases, the scenario tends to
violate the whole part postulate, which states
that the sum of the parts is equal to the whole.
The tendency of the students’ reasoning is to
utilize the idea of ‘sharing’ the container volume
between two gases.
Focusing on the SU gains of after the
instructional intervention, the new conceptions
of majority of the respondents concerning gases
can be summarized as follows: (a) the volume of
a confined gas is dictated by the volume of its
container, (b) the relatively large distance in
between gas molecules accounts for the
compressibility of gases, (c) as the temperature
increases, the movement speed of the gas
particles also increases with smaller molecules
tend to move faster than large molecules at the
same temperature, and (d) at low temperature,
molecules of a confined gas still occupy the
entire volume of the container but move at a
relatively low speed.
4. CONCLUSION
Students
possess
alternative
conceptions on the basic concepts of gases.
These alternative conceptions include the basic
concepts of the particle nature of matter (gases),
the volume of a confined gas, the compressibility
of gases, the behavior of gases at high and low
temperature, and gas volume expansion.
Specifically,
the
identified
alternative
conceptions were the following: (a) a confined
gas does not fully occupy the volume of its
container, (b) gases are not compressible, (c) gas
particles increase in size when heated which
results to volume expansion and (d) at low
temperature, confined gas particles tend to
settle at the bottom of the container. Further, the
observed alternative conceptions of students on
gases were consistent with the literatures of
Kind (2004), Chiu (2007) and Horton (2007)
based on their surveys of alternative
conceptions on basic chemical systems.
Furthermore,
the
identified
alternative
conceptions of the students may be grouped
whenever these alternative conceptions are
closely related. For each alternative conception
or group of related alternative conceptions, a
single conflict map may be developed. In order
for the developed conflict to be effectively used
in the actual classroom setting, a lesson flow
may be constructed to serve as a guide for the
timely implementation of the components as
well as the key concepts to be taught. Since the
lesson flow is not as structured as a detailed
lesson plan, teachers are free to use their style of
lesson execution and delivery so long as all the
components are taken and seamlessly
integrated.
As noted, majority of the students were
able to change their alternative conceptions to
the correct scientific conception after being
taught using the instructional materials based on
conflict maps. This was evidenced by the
positive SU (sound understanding) gains
observed in all items of the posttest. Some of the
items were even able to register 100% SU gains
that translate to all students in the class being
able to demonstrate a sound understanding in
that particular item. Considering the results of
the posttest and consequent interviews, the use
of conflict maps in the development of
[18]
instructional material to promote conceptual
change has been shown to be both effective and
applicable.
Fensham, P., Gunstone, R., White, R. (1994). The
Content of Science: A constructivist approach to
its teaching and learning. London, Falmer Press
References
Freyberg, P., Osborne, R., (1996). Learning in
Science- Assumptions About Teaching and
Learning, pp. 83-90. Auckland: Heinemann
Education
Abraham, M. R., Williamson, V. M., & Westbrook,
S. L. (1994). A cross-age study of the
understanding of five chemistry concepts.
Journal of Research in Science Teaching, 31(2),
147-165
Ali Khalid, A. B., Ahmad Nurulazam, M. Z., &
Ghazali, M. (2010). The effectiveness of conflict
maps and the V-shape teaching method in
science conceptual change among eighth-grade
students in Jordan. International Education
Studies, 3(1), 96-108. Retrieved from
http://search.proquest.com/docview/8216956
67?accountid=50192
Carey, S. (1991). Knowledge Acquisition:
Enrichment or Conceptual Chang? The Epigenesis
of Mind pp. 257-291. Hillsdale NJ: Lawrence
Erlbaum and Associates
Chiu, M., (2007). A national Survey of Students’
conceptions of Chemistry I Taiwan. International
Journal of Science Education, Vol. 29, No. 4, p.
421-452, doi : 10/1080095006901072964
Demastes, S., Good, R., Peebles, P. (1993).
Patterns of Conceptual Change in Evolution.
Journal of Research in Science Teaching, Vol. 33
pp. 407-431
Driver, R., (1981). Pupil’s Alternative
Frameworks in Science. International Journal of
Science Education, Vol. 3, No. 1, pp. 93-101, doi:
0140-5284/81/0301 0093
Hwang, B. (1995). Students’ Conceptual
Representations of Gas Volume in Relation to the
Particulate Model of Matter. Retrieved September
20, 2010, from EBSCO Database.
Kind, V., (2004). Beyond Appearances: Students’
Misconceptions About Basic Chemical Ideas, 2nd
Edition: Durham University Press
Merritt, J. Shwartz, Y., Rogat, A. & Krajcik, J.
Middle school students’ development of the
particle model of matter. A paper presented at
the annual meeting of the National Association of
Research in Science Teaching, April, 2007, New
Orleans, LA
Mortimer, E., (1995). Conceptual Change of
Conceptual Profile Change? Journal of Science
Education, Vol. 4, pp. 267-285
Niedderer, H., Goldberg, F. (1994). An Individual
Student’s Learning Process in Electric Circuit.
Paper presented at NARST 1994 Annual Meeting.
Anaheim, CA
Oh, J. (2011). Using an Enhanced Conflict Map in
the Classroom (Photoelectric Effect) Based on
Lakatosian Heuristic Principle
Strategies. International Journal Of Science And
Mathematics Education, 9(5), 1135-1166.
Posner, G.J., Strike, K.A., Hewson, P.W. and
Gerrtzog, W.A. (1982). Accommodation of a
[19]
scientific conception: Toward a theory of
conceptual change. Journal of Science Education,
Vol. 6 pp. 221-227
Science Education, Vol. 22, No. 3 pp. 295-302,
doi: 0950-0693
Tsai, C. (2000). Enhancing Science Teaching: the
use of ‘conflict map’. International Journal of
[20]