Abstract
Previous studies have proposed many teaching methods to rectify learners’ misconceptions, wherein the type of examples used and the order of presenting examples and scientific concepts are important. However, for deeper understanding, it is also important to encourage learners to re-explain an instructed concept. This study demonstrates effects of learners’ re-explaining on conceptual change. A total of 106 university students were instructed on an air pressure rule. Although air exerts pressure, many people have the misconception that a vacuum draws substances into it. After instruction, two conditions were compared: (a) students’ re-explaining the air pressure rule (N=52) and (b) students’ copying the important points summarized by the teacher (N=54). The result revealed that the students who re-explained the air pressure rule were able to apply it to solve a new problem. Therefore, learners’ re-explaining an instructed concept is effective for conceptual change.
