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Investigating the Conceptual Understanding of Physics through an Interactive-Lecture Engagement

Year 2017, Volume: 6 Issue: 1, 82 - 96, 01.03.2017

Aina Jacob Kola

Abstract

References

  • Adeyemo, S. A. (2010). Teaching /learning of physics in Nigerian secondary schools : The curriculum transformation, issues, problems, and prospects. International Journal of Technology Education, 1(1), 99–111.
  • Agommuoh, P.C., &Ifeanacho, A.O. (2013). Secondary school students’ assessment of innovative teaching strategies in enhancing achievement in physics and mathematics. IOSR Journal of Research & Method in Education (IOSR-JRME), 3(5), 6-11
  • Aina, J.K. & Akintunde, Z.T. (2013). Analysis of gender performance in physics in college of education, Nigeria. Journal of Education and Practice, 4(6), 1-5.
  • Aina, J.K., & Langenhoven, R. (2015). Teaching method in science education: the need for a paradigm shift to peer instruction (PI) in Nigerian schools. International Journal of Academic Research and Reflection, 3(6), 6-15.
  • Alao, A.A. & Abubakar, R.B (2010). Gender and academic performance of college physics students: A case study of the department of physics/ computer science education, Federal College of Education (Technical) Omoku, Nigeria. Journal of Research in Education and Society, 1(1), 129-137.
  • Al-Rawi, I. (2013). Teaching methodolgy and its effects on quality learning. Journal of Education and Practice, 4(6), 100-105.
  • Barry, J. (n.d). Data analysis of pre-post study designs. Cornell statistical consulting unit Retrieved from http://www.cscu.cornell.edu.
  • Baser, M. (2006). Effects of Conceptual Change and Traditional Confirmatory Simulations on Pre-Service Teachers’ Understanding of Direct Current Circuits. Journal of Science Education and Technology, 15(5), 267-381. DOI: 10.1007/s10956-006-9025-3.
  • Beaumont, R. (2009). Research methods and experimental design: a set of notes suitable for seminar use. Introduction to Health Informatics Research Methods. Retrieved from C:\web_sites_mine\HIcourseweb new\chap16\s1\SEMBK2.docx.
  • Bernhard, J., Lindwall, O., Engkvist, J., & Zhu, X. (2007). Making physics visible and learnable through interactive lecture demonstrations. Physics Teaching in Engineering Education PTEE. Retrievedfromhttp://www.researchgate.net/publication.
  • Best, J.W., & Kahn, J.V. (1989). Research in education (6thed.). India: Prentice-Hall.
  • Cohen, L., Manion, L., & Morrison, K. (2007).Research Methods in Education. New York: Routledge
  • Crouch, C.H, Watkins, J., Fagen, A.P. & Mazur, C. (2007). Peer Instruction: Engaging students one-on-one, all at once. Research-Based Reform of University Physics. Retrieved from www.mazur.harvard.edu/sentFiles/Mazurpubs_537.pdf.
  • Crouch, C.H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results American Journal of Physics, 69(9), 970-977
  • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(2011), 862–864. http://doi.org/10.1126/science.1201783
  • Desmos graphing calculator. International Journal of Research in Education and Science (IJRES), 2(1), 35-48.
  • Dimitrov D.M. & Rumrill, P.D. (2003). Pretest-posttest designs and measurement of change. Speaking of Research. Retrieved from www.ncbi.nlm.nih.gov/pubmed/12671209.
  • Duschl, R., & Gitomer, D. (1991). Epistemological perspectives on conceptual change:Implications for educational practice. Journal of Research in Science Teaching 28, 839–858.
  • Eraikhuemen, L., & Ogumogu, A .E. (2104).An assessment of secondary school physics teachers conceptual understanding of force and motion in Edo South senatorial district. Academic Research International, 5(1), 253-262.
  • Erinosho, S.Y. (2013). How do students perceive the difficulty of physics in secondary school? An exploratory study in Nigeria. International Journal of Cross-disciplinary Subjects in Education (IJCDSE) Special Issue, 3(3), 1510-1515.
  • Fagen, A.P., & Mazur, E. (2003). Assessing and enhancing the introductory science courses in physics and biology: Peer Instruction, classroom demonstration, and genetic vocabulary. (Doctoral dissertation) Harvard University Cambridge, Massachusetts. Retrieved from http://www.researchgate.net/publication.
  • Franklin, S.V., Sayre, E.C.,& Clark, J.W. (2014). Traditionally taught students learn: actively
  • Gill, P., Stewart, K., Treasure, E. & Chadwick, B. (2008).Methods of data collection
  • Gok, T. (2013). A comparison of students’ performance, skill and confidence with peer instruction and formal education. Journal of Baltic Science Education, 12(6), 747-758
  • Gok, T. (2014). Peer instruction in the physics classroom: effects on gender differenceperformance, conceptual learning, and problem-solving. Journal of Baltic Science Education, 13(6), 776-788
  • Gooding, J., & Metz, B. (2011). From misconceptions to conceptual change: tips for identifying and overcoming students' misconceptions. The Science Teacher, 34-37.
  • Green, J., Camilli, G., & Elmore, P. (2006). Handbook of complementary methods in education research. Mahwah, NJ: Lawrence Erlbaum.
  • Green, P. J. (2003). Peer instruction for astronomy. Prentice Hall series in educational innovation. Harvard: Prentice- Hall. Retrieved from http://xn--heawww-5d3c.harvard.edu/~pgreen/educ/PI.html.
  • Hatim, A.H. (2001). Toward more objective teaching. Iraqi Journal of Medical Science. 9(2), 99-101.
  • Herrington, J., & Kelvin, L. (2007). Authentic learning supported by technology: 10 suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236.
  • Herrington, J., Reeves, T. C. & Oliver, R. (2010). A guide to authentic e-learning. New York: Routledge
  • Herrington, J.A. (1997). Authentic learning in interactive multimedia environments. (Doctoral dissertation) Edith Cowan University, Australia. Retrieved from http://ro.ecu.edu.au/theses/1478 http://www.aft.org/ae/spring2016/sadler-and-sonnert
  • Koudelkova, V., Dvorak, L. (2014). High school students´ misconceptions in electricity and magnetism and some experiments that can help students to reduce them. Retrieved October 6, 2016, from http://www1.unipa.it/girep2014/accepted-papers-proceedings/193_Koudelkova.pdf
  • Levy, Y., & Ellis, T.J. (2011). A guide for novice researchers on experimental and quasi-experimental studies in information systems research. Interdisciplinary Journal of Information, Knowledge, and Management, 6(2011), 152-160.
  • Liang, S. (2016). Teaching the concept of limit by using conceptual conflict strategy and
  • Mazur, E. (1997). Peer instruction: a user’s manual. Upper Saddle River: Prentice Hall.
  • McCarthy, J. P.,& Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279–294. http://doi.org/10.1023/B:IHIE.0000047415.48495.05.
  • Mekonnen, S. (2014) Problems challenging the academic performance of physics students
  • Ogunniyi, M. B (1992). Understanding research in the social sciences. Ibadan: The University Press
  • Oladejo, M.A, Olosunde, G.R, Ojebisi, A.O., & Isola, O.M. (2011). Instructional materials and students’ academic achievement in physics: some policy implications. European Journal of Humanities and Social Sciences, 2(1), 2220-9425.
  • Pallant, J. (2011). SPSS survival manual. A step by step guide to data analysis using SPSS (4thed.). Australia: Allen &Unwin.
  • Rittle-Johnson, B., Siegler R. S., & Alibali, M.W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346-362. DOI. 10.1037/0022-0663.93.2.346.
  • Rodrigues, A., & Oliveira, M. (2008).The role of critical thinking in physics learning. Retrieved from http://lsg.ucy.ac.cy/girep2008/papers/THE%20ROLE%20OF%20CRITICAL%20THINKING.pdf
  • Sandler, P.M., & Sonnert, G. (2016). Understanding misconception: teaching and learning in middle school physical science. American Educator. Retrieved from
  • Savinainen, A., Scott, P., &Viiri, J. (2004). Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton’s third law. Science Education 89(2): 175–195.
  • Shamim, M, Rashid, T, & Rashid, R. (2013). Students’ academic performance in physics correlates the experience of teachers in higher secondary schools of Jammu and Kashmir state. International Journal of Current Research, 5(1), 201-204.
  • Sheriff, M. A. Maina, B. T. & Umar, Y. (2011). Physics in education and human resources development. Continental Journal of Education Research, 4(3), 23-36.
  • Stein, M., Larrabee, T.G., & Barman, C.R. (2008). A study of common beliefs and misconceptions in physical science. Journal of Elementary Science Education, 20(2), 1-11
  • Stephen, U.S (2010).Technological attitude and academic achievement of physics students in secondary schools. African Research Review, 4(3a), 150-157
  • Thompson, F., & Longue, S. (2006). An exploration of common student misconceptions in Science. International Education Journal, 7(4), 553-559.
  • Tsai, C. C. (2003). Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric-circuits. International Journal of Science Education 25(3): 307–327.
  • Venville, G.J., Dawson, V.M. (2010). The impact of a classroom intervention on grade 10 students’ argumentation skills, informal reasoning, and conceptual understanding of science. Journal of Research in Science Teaching, 47(8), 952-977.
  • Viennot, L. (2009). Learning and conceptual understanding: beyond simplistic ideas, whathave we learned? Retrieved from https://web.phys.ksu.edu/icpe/publications/teach2/viennot.pdf.
  • Vosniadou, S. (2007). Conceptual change and education. Human Development, 50(1), 47-54
  • Wanbugu, P.W., Changeiywo, J.M.,&Ndiritu, F.G. (2013). Investigations of experimental
  • Watkins, J., & Mazur, E. (2013).Retaining students in science, technology, engineering, and mathematics (STEM) majors. Journal of College Science Teaching, 42(5), 36-40.
  • Windschitl, M.,& Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching 35(2), 145–160.
  • Wood, L.N., Joyce, S., Petocz, P. & Rodd, M. (2007). Learning in lectures: multiple Representations. International Journal of Mathematical Education in Science and Technology, 38(7), 907–915.
  • Wyrembeck, E. P. (2005). Using a force plate to correct student misconceptions.Physics Teacher 43(6), 384–387.

Year 2017, Volume: 6 Issue: 1, 82 - 96, 01.03.2017

Aina Jacob Kola

Abstract

Thirty-two pre-service physics teachers were sampled for the study to investigate the effect of interactive lecture engagement on the conceptual understanding of physics students. Pre-test- post-test quasi-experimental design was adopted for the study. Physics Achievement Test (PAT); Interactive Student’s Questionnaire (ISQ), and Focus Group Interviews (FGI) were used as the research instruments. Data collected were analyzed using a mixed between subjects ANOVA and t-test as statistical tools. Two research questions were raised to guide the study. Findings revealed that there was a significant interaction between the students’ scores in the conceptual physics and the teaching method employed. Besides, through the interactive engagement, the students were able to identify some misconceptions in conceptual physics. There was no significant gender difference in performance among the students in the interactive engagement. The study has some implications for stakeholders in education.

Keywords

interactive-engagement conceptual misconception academic performance

References

  • Adeyemo, S. A. (2010). Teaching /learning of physics in Nigerian secondary schools : The curriculum transformation, issues, problems, and prospects. International Journal of Technology Education, 1(1), 99–111.
  • Agommuoh, P.C., &Ifeanacho, A.O. (2013). Secondary school students’ assessment of innovative teaching strategies in enhancing achievement in physics and mathematics. IOSR Journal of Research & Method in Education (IOSR-JRME), 3(5), 6-11
  • Aina, J.K. & Akintunde, Z.T. (2013). Analysis of gender performance in physics in college of education, Nigeria. Journal of Education and Practice, 4(6), 1-5.
  • Aina, J.K., & Langenhoven, R. (2015). Teaching method in science education: the need for a paradigm shift to peer instruction (PI) in Nigerian schools. International Journal of Academic Research and Reflection, 3(6), 6-15.
  • Alao, A.A. & Abubakar, R.B (2010). Gender and academic performance of college physics students: A case study of the department of physics/ computer science education, Federal College of Education (Technical) Omoku, Nigeria. Journal of Research in Education and Society, 1(1), 129-137.
  • Al-Rawi, I. (2013). Teaching methodolgy and its effects on quality learning. Journal of Education and Practice, 4(6), 100-105.
  • Barry, J. (n.d). Data analysis of pre-post study designs. Cornell statistical consulting unit Retrieved from http://www.cscu.cornell.edu.
  • Baser, M. (2006). Effects of Conceptual Change and Traditional Confirmatory Simulations on Pre-Service Teachers’ Understanding of Direct Current Circuits. Journal of Science Education and Technology, 15(5), 267-381. DOI: 10.1007/s10956-006-9025-3.
  • Beaumont, R. (2009). Research methods and experimental design: a set of notes suitable for seminar use. Introduction to Health Informatics Research Methods. Retrieved from C:\web_sites_mine\HIcourseweb new\chap16\s1\SEMBK2.docx.
  • Bernhard, J., Lindwall, O., Engkvist, J., & Zhu, X. (2007). Making physics visible and learnable through interactive lecture demonstrations. Physics Teaching in Engineering Education PTEE. Retrievedfromhttp://www.researchgate.net/publication.
  • Best, J.W., & Kahn, J.V. (1989). Research in education (6thed.). India: Prentice-Hall.
  • Cohen, L., Manion, L., & Morrison, K. (2007).Research Methods in Education. New York: Routledge
  • Crouch, C.H, Watkins, J., Fagen, A.P. & Mazur, C. (2007). Peer Instruction: Engaging students one-on-one, all at once. Research-Based Reform of University Physics. Retrieved from www.mazur.harvard.edu/sentFiles/Mazurpubs_537.pdf.
  • Crouch, C.H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results American Journal of Physics, 69(9), 970-977
  • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(2011), 862–864. http://doi.org/10.1126/science.1201783
  • Desmos graphing calculator. International Journal of Research in Education and Science (IJRES), 2(1), 35-48.
  • Dimitrov D.M. & Rumrill, P.D. (2003). Pretest-posttest designs and measurement of change. Speaking of Research. Retrieved from www.ncbi.nlm.nih.gov/pubmed/12671209.
  • Duschl, R., & Gitomer, D. (1991). Epistemological perspectives on conceptual change:Implications for educational practice. Journal of Research in Science Teaching 28, 839–858.
  • Eraikhuemen, L., & Ogumogu, A .E. (2104).An assessment of secondary school physics teachers conceptual understanding of force and motion in Edo South senatorial district. Academic Research International, 5(1), 253-262.
  • Erinosho, S.Y. (2013). How do students perceive the difficulty of physics in secondary school? An exploratory study in Nigeria. International Journal of Cross-disciplinary Subjects in Education (IJCDSE) Special Issue, 3(3), 1510-1515.
  • Fagen, A.P., & Mazur, E. (2003). Assessing and enhancing the introductory science courses in physics and biology: Peer Instruction, classroom demonstration, and genetic vocabulary. (Doctoral dissertation) Harvard University Cambridge, Massachusetts. Retrieved from http://www.researchgate.net/publication.
  • Franklin, S.V., Sayre, E.C.,& Clark, J.W. (2014). Traditionally taught students learn: actively
  • Gill, P., Stewart, K., Treasure, E. & Chadwick, B. (2008).Methods of data collection
  • Gok, T. (2013). A comparison of students’ performance, skill and confidence with peer instruction and formal education. Journal of Baltic Science Education, 12(6), 747-758
  • Gok, T. (2014). Peer instruction in the physics classroom: effects on gender differenceperformance, conceptual learning, and problem-solving. Journal of Baltic Science Education, 13(6), 776-788
  • Gooding, J., & Metz, B. (2011). From misconceptions to conceptual change: tips for identifying and overcoming students' misconceptions. The Science Teacher, 34-37.
  • Green, J., Camilli, G., & Elmore, P. (2006). Handbook of complementary methods in education research. Mahwah, NJ: Lawrence Erlbaum.
  • Green, P. J. (2003). Peer instruction for astronomy. Prentice Hall series in educational innovation. Harvard: Prentice- Hall. Retrieved from http://xn--heawww-5d3c.harvard.edu/~pgreen/educ/PI.html.
  • Hatim, A.H. (2001). Toward more objective teaching. Iraqi Journal of Medical Science. 9(2), 99-101.
  • Herrington, J., & Kelvin, L. (2007). Authentic learning supported by technology: 10 suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236.
  • Herrington, J., Reeves, T. C. & Oliver, R. (2010). A guide to authentic e-learning. New York: Routledge
  • Herrington, J.A. (1997). Authentic learning in interactive multimedia environments. (Doctoral dissertation) Edith Cowan University, Australia. Retrieved from http://ro.ecu.edu.au/theses/1478 http://www.aft.org/ae/spring2016/sadler-and-sonnert
  • Koudelkova, V., Dvorak, L. (2014). High school students´ misconceptions in electricity and magnetism and some experiments that can help students to reduce them. Retrieved October 6, 2016, from http://www1.unipa.it/girep2014/accepted-papers-proceedings/193_Koudelkova.pdf
  • Levy, Y., & Ellis, T.J. (2011). A guide for novice researchers on experimental and quasi-experimental studies in information systems research. Interdisciplinary Journal of Information, Knowledge, and Management, 6(2011), 152-160.
  • Liang, S. (2016). Teaching the concept of limit by using conceptual conflict strategy and
  • Mazur, E. (1997). Peer instruction: a user’s manual. Upper Saddle River: Prentice Hall.
  • McCarthy, J. P.,& Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279–294. http://doi.org/10.1023/B:IHIE.0000047415.48495.05.
  • Mekonnen, S. (2014) Problems challenging the academic performance of physics students
  • Ogunniyi, M. B (1992). Understanding research in the social sciences. Ibadan: The University Press
  • Oladejo, M.A, Olosunde, G.R, Ojebisi, A.O., & Isola, O.M. (2011). Instructional materials and students’ academic achievement in physics: some policy implications. European Journal of Humanities and Social Sciences, 2(1), 2220-9425.
  • Pallant, J. (2011). SPSS survival manual. A step by step guide to data analysis using SPSS (4thed.). Australia: Allen &Unwin.
  • Rittle-Johnson, B., Siegler R. S., & Alibali, M.W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346-362. DOI. 10.1037/0022-0663.93.2.346.
  • Rodrigues, A., & Oliveira, M. (2008).The role of critical thinking in physics learning. Retrieved from http://lsg.ucy.ac.cy/girep2008/papers/THE%20ROLE%20OF%20CRITICAL%20THINKING.pdf
  • Sandler, P.M., & Sonnert, G. (2016). Understanding misconception: teaching and learning in middle school physical science. American Educator. Retrieved from
  • Savinainen, A., Scott, P., &Viiri, J. (2004). Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton’s third law. Science Education 89(2): 175–195.
  • Shamim, M, Rashid, T, & Rashid, R. (2013). Students’ academic performance in physics correlates the experience of teachers in higher secondary schools of Jammu and Kashmir state. International Journal of Current Research, 5(1), 201-204.
  • Sheriff, M. A. Maina, B. T. & Umar, Y. (2011). Physics in education and human resources development. Continental Journal of Education Research, 4(3), 23-36.
  • Stein, M., Larrabee, T.G., & Barman, C.R. (2008). A study of common beliefs and misconceptions in physical science. Journal of Elementary Science Education, 20(2), 1-11
  • Stephen, U.S (2010).Technological attitude and academic achievement of physics students in secondary schools. African Research Review, 4(3a), 150-157
  • Thompson, F., & Longue, S. (2006). An exploration of common student misconceptions in Science. International Education Journal, 7(4), 553-559.
  • Tsai, C. C. (2003). Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric-circuits. International Journal of Science Education 25(3): 307–327.
  • Venville, G.J., Dawson, V.M. (2010). The impact of a classroom intervention on grade 10 students’ argumentation skills, informal reasoning, and conceptual understanding of science. Journal of Research in Science Teaching, 47(8), 952-977.
  • Viennot, L. (2009). Learning and conceptual understanding: beyond simplistic ideas, whathave we learned? Retrieved from https://web.phys.ksu.edu/icpe/publications/teach2/viennot.pdf.
  • Vosniadou, S. (2007). Conceptual change and education. Human Development, 50(1), 47-54
  • Wanbugu, P.W., Changeiywo, J.M.,&Ndiritu, F.G. (2013). Investigations of experimental
  • Watkins, J., & Mazur, E. (2013).Retaining students in science, technology, engineering, and mathematics (STEM) majors. Journal of College Science Teaching, 42(5), 36-40.
  • Windschitl, M.,& Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching 35(2), 145–160.
  • Wood, L.N., Joyce, S., Petocz, P. & Rodd, M. (2007). Learning in lectures: multiple Representations. International Journal of Mathematical Education in Science and Technology, 38(7), 907–915.
  • Wyrembeck, E. P. (2005). Using a force plate to correct student misconceptions.Physics Teacher 43(6), 384–387.
There are 60 citations in total.

Details

Other ID JA26UF64KH
Journal Section Research Article
Authors

Aina Jacob Kola

Publication Date March 1, 2017
Published in Issue Year 2017Volume: 6 Issue: 1

Cite

APA Kola, A. J. (2017). Investigating the Conceptual Understanding of Physics through an Interactive-Lecture Engagement. Cumhuriyet Uluslararası Eğitim Dergisi, 6(1), 82-96.
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