Comparison of the Impacts of Conceptual Change Model with Traditional Approach on Learning of Work and Energy Concepts

This research was done to assess the effectts of Conceptual Change Model on learning of work and energy concepts as compared to the traditional one. The research design is pseudo-experimental with Solomon four-group method. The population of this research includes all male students of the second grade of high school in Gharchak, Tehran, in the academic year of 1389-1389. The selected samples are from the available samples with two groups for experimental and two others for the control groups. The results of the research show that the conceptual-change method is more effective than the traditional method regarding the level of concepts learning, establishing attitudes, and correcting misunderstandings. Taking the structure of conceptual-change teaching method and the results of this research into consideration, we come to the conclusion that implementing this teaching method in teaching Physics concepts is more effective and a revsion of the contents of textbooks and hours of instruction for the subject-matter of Physics seems to be necessary.