Australian Journal of Teacher Education
Keywords
misconceptions, conceptual change model, chemical reaction, combustion reaction
Abstract
This study investigated misconceptions about the conservation of mass among Grade IX students at Norbugang Central School, Bhutan, and examined the effectiveness of two theory-driven instructional strategies: the Conceptual Change Model (CCM) and the Predict, Explain, Observe, Explain (PEOE) approach. A quasi-experimental pre-test post-test control group design was employed with 100 students. A ten-item double-tier diagnostic test elicited students’ responses and reasoning, complemented by semi-structured interviews. Quantitative data were analysed using frequencies, paired-sample t-tests, and Cohen’s d, while qualitative data were analysed thematically. Findings indicated that the experimental group achieved a significant reduction in misconceptions, particularly for observable open-system combustion, whereas misconceptions about abstract closed-system reactions persisted. The study highlights the importance of training teachers to diagnose misconceptions and implement CCM and PEOE strategies, providing actionable insights for teacher education in Bhutan and beyond.
Was this research funded?
No, research was not funded
Recommended Citation
Gyeltshen, D. (2026). Misconceptions Among Grade IX Students Regarding the Conservation of Mass during Combustion at Norbugang Central School in Bhutan. Australian Journal of Teacher Education, 51(3). https://doi.org/10.14221/1835-517X.7145
Included in
Science and Mathematics Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons