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

Aina Jacob Kola

TR EN

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

Öz

Kaynakça

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.

Ayrıntılar

Birincil Dil

Türkçe

Konular

-

Bölüm

-

Yazarlar

Aina Jacob Kola
College of Education (T) Lafiagi, Physics Education Department
Nigeria

Yayımlanma Tarihi

1 Mart 2017

Gönderilme Tarihi

1 Mart 2017

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2017 Cilt: 6 Sayı: 1

IZ

https://izlik.org/JA24NA95PA

Kaynak Göster

RIS / Bibtex

APA

Kola, A. J. (2017). Investigating the Conceptual Understanding of Physics through an Interactive-Lecture Engagement. Cumhuriyet Uluslararası Eğitim Dergisi, 6(1), 82-96. https://izlik.org/JA24NA95PA

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

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

Öz

Abstract

Keywords

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

IZ

Kaynak Göster