Rebecca S. Lindell
To determine the overall effectiveness of instruction at producing a scientifically correct understanding, researchers need to be able to assess conceptual change. This paper details how using Model Analysis Theory (MAT) in conjunction with the Lunar Phases Concept Inventory (LPCI), provides researchers a more detailed picture of college students conceptual change with regards to lunar phases than traditional methods alone. A review of MAT is provided along with a detailed example of its application before and after instruction to determine conceptual change.
Published September 1, 2005
Last Modified July 8, 2013
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