The research aimed to develop a valid and practical Conceptual Change Texts (CCT) of Newtonian mechanics materials. The method used was educational research and development. The data were collected using questionnaires and expert validation sheets, as well as questionnaires and interviews with students. The design of the CCT was developed based on the conceptual change theory using the following format: situation, questions, space for answers and reasons, misconception forms, and correct concept explanations. There have been 21 developed units of the CCT distributed in four chapters, i.e. Basic Laws, Applications of the Basic Laws, Work and Energy, and Impulse and Momentum. The results of the data analysis revealed that the CCT had content, conformity with needs, language, presentation, and graphic feasibility levels of 70%, 40%, 80%, 90%, 87%, respectively to mean that the teaching materials were very valid. Based on the practicality test, the teaching materials were very practical, i.e. 87%. In other words, the Newtonian mechanics CCT was easy to read and understand and could be used to change misconceptions. Educators can use these supplement teaching materials in the Basic Physics courses in college and in mechanics topics in a high school.
Conceptions and Reasonings of Beninese Learners in Solving Physics Problems I...inventionjournals
In this work, we describe the modes of reasoning of the learners in order to resolve two types of problems and involving the object "acceleration" in a scientific context and the object "rapidity" in an empirical context or everyday life. These learners are young Beninese students with a scientific G.C.E.A.Level and who have been trained according to the competency approach by qualified teachers with at least five years of experience and with course materials authorized by the inspection directorate education and secondary education. From the different analyzes (lexical and sequential), it emerges that in the resolution of these problems, the concepts, rules and formulas mobilized by these learners appear as concepts and theorems-in-act (Vergnaud, 1994) Categorized profiles and according to the contexts of investigation. Different modes of reasoning stem from their distances from the design intended for the object of investigation. If, according to Rey, Defrance and Kahn (2006) and Carette (2009), reasonings and conceptions are indispensable to be competent, it seems to us that the didactic choices prescribed by the actors of the Beninese education system in the implementation of this new approach will allow Difficult to achieve the objectives of the change of approach.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
This document summarizes research on improving physics education. It discusses:
1) Physics education research helps understand student learning in physics classrooms to create more effective instruction. Most students only take one physics course, so instruction must focus on conceptual understanding rather than mathematical manipulation alone.
2) Research tools like interviews and concept inventories reveal common student misconceptions that instructors are often unaware of. Traditional instruction has not effectively addressed these issues for many students.
3) Research-based curricula combine an understanding of student difficulties with educational structures that actively engage students in social learning environments. This leads to improved student conceptual understanding compared to traditional instruction.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
- The document describes an action research project aimed at strengthening 7th grade students' understanding of curved mirrors and lenses.
- An assessment found students struggled with concepts like differentiating between concave and convex mirrors, and visualizing how images are formed in curved mirrors and lenses.
- The researcher plans to use various teaching methods like discussion, demonstration, videos and presentations to help students better understand the concepts.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Influence of concept maps on achievement retention of senior secondary schoo...Alexander Decker
This document summarizes a study that investigated the effects of concept maps and lecture teaching methods on achievement and retention of organic chemistry concepts among senior secondary school students in Nigeria. Specifically, it examined: 1) The influence of each teaching method on achievement and retention scores, 2) The influence of gender on scores with each method, and 3) The interaction between teaching method and gender on scores. A quasi-experimental design was used with pre- and post-tests to compare scores of students taught with concept maps versus lecture. The study found that concept maps led to higher achievement and retention than lecture alone. Gender differences in scores were also found to depend on the teaching method used.
Conceptions and Reasonings of Beninese Learners in Solving Physics Problems I...inventionjournals
In this work, we describe the modes of reasoning of the learners in order to resolve two types of problems and involving the object "acceleration" in a scientific context and the object "rapidity" in an empirical context or everyday life. These learners are young Beninese students with a scientific G.C.E.A.Level and who have been trained according to the competency approach by qualified teachers with at least five years of experience and with course materials authorized by the inspection directorate education and secondary education. From the different analyzes (lexical and sequential), it emerges that in the resolution of these problems, the concepts, rules and formulas mobilized by these learners appear as concepts and theorems-in-act (Vergnaud, 1994) Categorized profiles and according to the contexts of investigation. Different modes of reasoning stem from their distances from the design intended for the object of investigation. If, according to Rey, Defrance and Kahn (2006) and Carette (2009), reasonings and conceptions are indispensable to be competent, it seems to us that the didactic choices prescribed by the actors of the Beninese education system in the implementation of this new approach will allow Difficult to achieve the objectives of the change of approach.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
This document summarizes research on improving physics education. It discusses:
1) Physics education research helps understand student learning in physics classrooms to create more effective instruction. Most students only take one physics course, so instruction must focus on conceptual understanding rather than mathematical manipulation alone.
2) Research tools like interviews and concept inventories reveal common student misconceptions that instructors are often unaware of. Traditional instruction has not effectively addressed these issues for many students.
3) Research-based curricula combine an understanding of student difficulties with educational structures that actively engage students in social learning environments. This leads to improved student conceptual understanding compared to traditional instruction.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
- The document describes an action research project aimed at strengthening 7th grade students' understanding of curved mirrors and lenses.
- An assessment found students struggled with concepts like differentiating between concave and convex mirrors, and visualizing how images are formed in curved mirrors and lenses.
- The researcher plans to use various teaching methods like discussion, demonstration, videos and presentations to help students better understand the concepts.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Influence of concept maps on achievement retention of senior secondary schoo...Alexander Decker
This document summarizes a study that investigated the effects of concept maps and lecture teaching methods on achievement and retention of organic chemistry concepts among senior secondary school students in Nigeria. Specifically, it examined: 1) The influence of each teaching method on achievement and retention scores, 2) The influence of gender on scores with each method, and 3) The interaction between teaching method and gender on scores. A quasi-experimental design was used with pre- and post-tests to compare scores of students taught with concept maps versus lecture. The study found that concept maps led to higher achievement and retention than lecture alone. Gender differences in scores were also found to depend on the teaching method used.
Mathematics abilities of physics students implication for the application and...Alexander Decker
This study investigated the effect of mathematics abilities on physics students' performance in sound waves concepts. 55 secondary students participated in the study. They were grouped based on their math abilities and taught sound waves using different instructional methods. Results showed that students with high math abilities performed best in applying and analyzing sound waves concepts. When considering instructional methods, guided discovery method led to the best performance in analysis, while demonstration method enhanced performance in both application and analysis. The study concluded that solid math background and use of interactive, practical instructional methods can improve students' physics understanding and performance. It was recommended to ensure strong math foundation for physics students and utilize guided discovery and demonstration teaching approaches.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Enhancing the Retention of Lectured-Information for Higher Education Students...Dr. Amarjeet Singh
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
This document summarizes a study on misconceptions in chemistry among freshmen students at Mindanao University of Science and Technology (MUST). The study aims to determine which chemistry topics students have misconceptions about, the reasons for these misconceptions, and how misconceptions compare between male and female students. It outlines the problem statement, research questions, hypothesis, significance of the study, assumptions, limitations, and definition of key terms. The theoretical framework discusses prior research on students' understanding of concepts like solutions, molecular models, and multiple representations.
Using Visual Aids to Enhance Third Year Undergraduate Teacher Trainee Student...Premier Publishers
There is a plethora of teaching strategies that are espoused by the science teacher to attain his/her lesson objectives. Researchers have over the years found most of these methods, the tactics used by teachers in teaching, to be effective in teaching science concepts to learners. However, research has not ascertained which one teaching strategy is most effective in imparting knowledge to learners. This study seeks to find an appropriate teaching strategy that will arouse the interest and participation of students in the teaching and learning process. Visual aids were employed as the main intervention strategy. A total of one hundred third year undergraduate teacher trainees from the University of Education, Winneba, Ghana constitute the research sample. The participants were put into experimental and control groups. Tests and questionnaires were the main instruments used to collect data for analysis. Data collected were analyzed quantitatively using the Statistical Package for the Social Sciences, SPSS. The study found that the academic achievement of the students in the experimental group improved tremendously after the intervention, as opposed to that of their counterparts in the control group. The study concludes with the recommendation that visual aids should be used to teach concepts of science that are abstract in nature in order to make the lesson real to the learners.
An open problem in flow of fluids antonio valiente barderas, lucila méndez ch...eSAT Journals
Abstract
Experimental teaching is very important in education of engineering´ students. This activity promotes the interactivity and the participation of the students, propitiating that they acquire knowledge, skills, habits and attitudes. In this work we present an open problem of flow of fluids that is solved by experimentation, to help the students achieve meaningful learning in this subject.
Keywords: Empirical models, flow of fluids, problem solving, experimentation.
Matt Tyrie edu 690 research indep study Matt Tyrie
This study investigated the effects of technology integration on student performance and attitudes in a 7th grade science classroom. An experimental group received weekly science lessons that incorporated various technology tools, while a control group received traditional paper-based lessons. Both groups were given pre- and post-tests to measure changes in science attitudes and achievement. The results showed minor differences between the groups in improved test scores and attitudes, suggesting that technology integration may help enhance student learning and engagement in science.
Effects of computer based mastery learning approach on students’ motivation t...Alexander Decker
- The document describes a study that investigated the effects of using a Computer Based Mastery Learning (CBML) approach on secondary school students' motivation to learn biology.
- 167 students from 4 schools were assigned to either experimental groups that used CBML or control groups that used conventional teaching methods. Both groups were taught the same biology content on respiration.
- Students in the experimental groups were found to have significantly higher motivation scores on a questionnaire compared to the control groups as measured by ANOVA and ANCOVA, indicating CBML is an effective teaching approach. Additionally, no significant gender differences in motivation were found when using CBML.
- The study concludes that CBML is an effective teaching approach that should be incorporated into
Teaching science using hands on, storytelling and thinking process[1].Dr. Rami Kallir
- The document discusses using hands-on, story-based science lessons that emphasize experiments and specialized thinking tools. It reviews the literature supporting these approaches.
- Storytelling is used to introduce concepts and spark student interest. Experiments then allow students to test ideas and gain understanding. Thinking tools help structure learning.
- Research shows storytelling improves engagement, motivation and learning outcomes in science compared to traditional lectures. Hands-on experiments further aid comprehension.
this action research is basically done on Class 7th students.. They feel difficulty on spherical mirrors and lenses.So, in this research I'll try to solve thei problems as much as I canr
Different Approach in Teaching and Learning in Science for Mongolian Secondar...theijes
This document discusses challenges with implementing constructivist approaches to teaching science in classrooms. It argues that the phases of constructivist teaching sequences are often described separately but need to be integrated in practice. It is also difficult for teachers to plan activities that address each individual student's existing understanding given class sizes. The document introduces concept cartoons as an innovative way to engage students in thinking about science concepts by presenting alternative views in a visually appealing format. This allows teachers to elicit students' initial ideas and challenge them to develop their understanding in a practical classroom-based approach.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
This document is an action research report that studied the physical and mental fitness of 9th standard students. It contained:
1. An acknowledgment section thanking those involved in the research.
2. An introduction outlining the significance of studying students' physical and mental fitness. It noted many students lead sedentary lifestyles.
3. Details about the research objectives, which included assessing current fitness levels, comparing rural and urban students, and informing students and teachers about health status.
This document summarizes a course designed to enhance quantitative literacy for biology and pre-medical students. The course introduces students with one semester of calculus to systems of nonlinear ordinary differential equations as applied to questions in mathematical biology and medicine. Over the course, students learn to model biological systems with differential equations, analyze the models, and conduct independent research applying models to address specific questions. Evaluation found the course improved students' enjoyment and confidence in math, and appreciation of its utility in science. The course prepares students to read research literature and conduct their own mathematical biology research.
Effects of computer based mastery learning on secondary school students’ moti...Alexander Decker
This document summarizes a study that investigated the effects of using Computer Based Mastery Learning (CBML) on students' motivation to learn biology. CBML combines computer-based instruction with a mastery learning approach. The study used a quasi-experimental design involving 167 students across four schools. Students in the experimental groups were taught using CBML, while the control groups used conventional methods. A questionnaire was used to measure students' motivation, and t-tests found no significant gender differences in motivation when CBML was used. The study concluded that CBML is an effective teaching strategy that does not negatively impact student motivation based on gender.
Constructivist Approach Vs Expository Teaching: Exponential Functionsinventionjournals
This document summarizes a study that compared the effects of expository teaching and constructivist teaching approaches on students' understanding of exponential functions. The study involved 50 10th grade students split into two classes, one taught using expository methods and one taught using constructivist activities. An assessment given after found that both groups struggled with conceptual questions about exponential functions, such as writing the domain and range or determining if an exponential function is one-to-one. The constructivist approach was intended to support active learning but students may have preferred rote memorization due to testing pressures. Overall, neither approach significantly improved students' conceptual grasp of exponential functions.
Influence of Mathematical Representation and Mathematics Self-Efficacy on the Learning Effectiveness of Fifth
Graders in Pattern Reasoning ............................................................................................................................................... 1
Ming-Jang Chen, Chun-Yi Lee and Wei-Chih Hsu
Mentors in an Undergraduate Psychology Course: A Comparison of Student Experience and Engagement......... 17
Jill A. Singleton-Jackson, Marc Frey, Martene Clayton Sementilli and Tyler Pickel
On the Nature of Experience in the Education of Prospective Teachers: A Philosophical Problem.......................... 29
Christi Edge, Ph.D
Learning as you Teach ......................................................................................................................................................... 42
Dr Abha Singh and Dr Megan Lyons
Analysis of Fragmented Learning Features under the New Media Environment ...................................................... 55
Peng Wenxiu
Skill Education in Pre-service Teacher Education for Elementary School Teacher ..................................................... 64
Ikuko Ogawa
Plagiarism Education: Strategies for Instructors .............................................................................................................. 76
Julia Colella-Sandercock and Hanin Alahmadi
Introducing Pre-Service Teachers to Programming Concepts with Game Creation Approach................................. 85
Chiung-Fang Chiu
Validity of Post-Unified Tertiary Matriculation Examination (POST-UTME) as Screening Instrument for Selecting
Candidates into Degree Programmes in Nigerian Universities .................................................................................... 94
James Ayodele OLUWATAYO Ph.D. and Olufunke Olutoyin FAJOBI (M.Ed.)
This document summarizes an article about the design of a computerized physics tutorial created for a Plan B design project. The summary discusses:
1) The project involved building an introductory physics tutorial using information design theory and a context-rich problem about launching an airplane from an aircraft carrier.
2) The tutorial was programmed using Authorware software and follows a structured 5-step problem solving process used by physicists.
3) The final deliverable was an interactive computer tutorial that guides students through solving a physics problem and checking their work, allowing nonlinear navigation through the content.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
An Exercise To Teach The First Law Of Thermodynamics For An Open System Using...Kelly Lipiec
The document describes an active learning exercise that uses a hair dryer to teach students about the first law of thermodynamics for open systems. The exercise uses guided inquiry, where students are asked questions to prompt them to make predictions about how the hair dryer's outgoing air stream would be affected by changes to its parameters. Students then test their predictions and analyze the results. The goal is for students to develop a deeper qualitative understanding of thermodynamics concepts through active involvement in experimentation, rather than just passive observation or verification of theories through traditional labs.
The Influence of Learning using Contextual Teaching and Learning Approach to ...IJAEMSJORNAL
Learning process should be able to attract interest and make students active in learning, which material can be taken directly through the phenomenon experienced in daily life. This study aims to determine the influence of learning using Contextual Teaching and Learning (CTL) approach to physics learning outcomes of Newton's Law about Motion. The sample is students of class X MIA5 in SMA Negeri 14 Bandarlampung using Pretest-Posttest Control Group Design. Techniques of data collection using cognitive learning outcomes test instrument. The data analyzed by using normality test, N-Gain test, and Paired Sample T-test. The result of research indicates that there is the influence of using CTL approach in improving student learning outcomes of Newton's Law About motion, with p-value significantly different at 95% confidence level so it can be stated that there is the difference of pretest and posttest mean result using CTL approach. The average N-Gain score is 0.73 which included in the high category. It shows that the application of CTL approach has influence in improving student learning outcomes.
Mathematics abilities of physics students implication for the application and...Alexander Decker
This study investigated the effect of mathematics abilities on physics students' performance in sound waves concepts. 55 secondary students participated in the study. They were grouped based on their math abilities and taught sound waves using different instructional methods. Results showed that students with high math abilities performed best in applying and analyzing sound waves concepts. When considering instructional methods, guided discovery method led to the best performance in analysis, while demonstration method enhanced performance in both application and analysis. The study concluded that solid math background and use of interactive, practical instructional methods can improve students' physics understanding and performance. It was recommended to ensure strong math foundation for physics students and utilize guided discovery and demonstration teaching approaches.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Enhancing the Retention of Lectured-Information for Higher Education Students...Dr. Amarjeet Singh
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
This document summarizes a study on misconceptions in chemistry among freshmen students at Mindanao University of Science and Technology (MUST). The study aims to determine which chemistry topics students have misconceptions about, the reasons for these misconceptions, and how misconceptions compare between male and female students. It outlines the problem statement, research questions, hypothesis, significance of the study, assumptions, limitations, and definition of key terms. The theoretical framework discusses prior research on students' understanding of concepts like solutions, molecular models, and multiple representations.
Using Visual Aids to Enhance Third Year Undergraduate Teacher Trainee Student...Premier Publishers
There is a plethora of teaching strategies that are espoused by the science teacher to attain his/her lesson objectives. Researchers have over the years found most of these methods, the tactics used by teachers in teaching, to be effective in teaching science concepts to learners. However, research has not ascertained which one teaching strategy is most effective in imparting knowledge to learners. This study seeks to find an appropriate teaching strategy that will arouse the interest and participation of students in the teaching and learning process. Visual aids were employed as the main intervention strategy. A total of one hundred third year undergraduate teacher trainees from the University of Education, Winneba, Ghana constitute the research sample. The participants were put into experimental and control groups. Tests and questionnaires were the main instruments used to collect data for analysis. Data collected were analyzed quantitatively using the Statistical Package for the Social Sciences, SPSS. The study found that the academic achievement of the students in the experimental group improved tremendously after the intervention, as opposed to that of their counterparts in the control group. The study concludes with the recommendation that visual aids should be used to teach concepts of science that are abstract in nature in order to make the lesson real to the learners.
An open problem in flow of fluids antonio valiente barderas, lucila méndez ch...eSAT Journals
Abstract
Experimental teaching is very important in education of engineering´ students. This activity promotes the interactivity and the participation of the students, propitiating that they acquire knowledge, skills, habits and attitudes. In this work we present an open problem of flow of fluids that is solved by experimentation, to help the students achieve meaningful learning in this subject.
Keywords: Empirical models, flow of fluids, problem solving, experimentation.
Matt Tyrie edu 690 research indep study Matt Tyrie
This study investigated the effects of technology integration on student performance and attitudes in a 7th grade science classroom. An experimental group received weekly science lessons that incorporated various technology tools, while a control group received traditional paper-based lessons. Both groups were given pre- and post-tests to measure changes in science attitudes and achievement. The results showed minor differences between the groups in improved test scores and attitudes, suggesting that technology integration may help enhance student learning and engagement in science.
Effects of computer based mastery learning approach on students’ motivation t...Alexander Decker
- The document describes a study that investigated the effects of using a Computer Based Mastery Learning (CBML) approach on secondary school students' motivation to learn biology.
- 167 students from 4 schools were assigned to either experimental groups that used CBML or control groups that used conventional teaching methods. Both groups were taught the same biology content on respiration.
- Students in the experimental groups were found to have significantly higher motivation scores on a questionnaire compared to the control groups as measured by ANOVA and ANCOVA, indicating CBML is an effective teaching approach. Additionally, no significant gender differences in motivation were found when using CBML.
- The study concludes that CBML is an effective teaching approach that should be incorporated into
Teaching science using hands on, storytelling and thinking process[1].Dr. Rami Kallir
- The document discusses using hands-on, story-based science lessons that emphasize experiments and specialized thinking tools. It reviews the literature supporting these approaches.
- Storytelling is used to introduce concepts and spark student interest. Experiments then allow students to test ideas and gain understanding. Thinking tools help structure learning.
- Research shows storytelling improves engagement, motivation and learning outcomes in science compared to traditional lectures. Hands-on experiments further aid comprehension.
this action research is basically done on Class 7th students.. They feel difficulty on spherical mirrors and lenses.So, in this research I'll try to solve thei problems as much as I canr
Different Approach in Teaching and Learning in Science for Mongolian Secondar...theijes
This document discusses challenges with implementing constructivist approaches to teaching science in classrooms. It argues that the phases of constructivist teaching sequences are often described separately but need to be integrated in practice. It is also difficult for teachers to plan activities that address each individual student's existing understanding given class sizes. The document introduces concept cartoons as an innovative way to engage students in thinking about science concepts by presenting alternative views in a visually appealing format. This allows teachers to elicit students' initial ideas and challenge them to develop their understanding in a practical classroom-based approach.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
This document is an action research report that studied the physical and mental fitness of 9th standard students. It contained:
1. An acknowledgment section thanking those involved in the research.
2. An introduction outlining the significance of studying students' physical and mental fitness. It noted many students lead sedentary lifestyles.
3. Details about the research objectives, which included assessing current fitness levels, comparing rural and urban students, and informing students and teachers about health status.
This document summarizes a course designed to enhance quantitative literacy for biology and pre-medical students. The course introduces students with one semester of calculus to systems of nonlinear ordinary differential equations as applied to questions in mathematical biology and medicine. Over the course, students learn to model biological systems with differential equations, analyze the models, and conduct independent research applying models to address specific questions. Evaluation found the course improved students' enjoyment and confidence in math, and appreciation of its utility in science. The course prepares students to read research literature and conduct their own mathematical biology research.
Effects of computer based mastery learning on secondary school students’ moti...Alexander Decker
This document summarizes a study that investigated the effects of using Computer Based Mastery Learning (CBML) on students' motivation to learn biology. CBML combines computer-based instruction with a mastery learning approach. The study used a quasi-experimental design involving 167 students across four schools. Students in the experimental groups were taught using CBML, while the control groups used conventional methods. A questionnaire was used to measure students' motivation, and t-tests found no significant gender differences in motivation when CBML was used. The study concluded that CBML is an effective teaching strategy that does not negatively impact student motivation based on gender.
Constructivist Approach Vs Expository Teaching: Exponential Functionsinventionjournals
This document summarizes a study that compared the effects of expository teaching and constructivist teaching approaches on students' understanding of exponential functions. The study involved 50 10th grade students split into two classes, one taught using expository methods and one taught using constructivist activities. An assessment given after found that both groups struggled with conceptual questions about exponential functions, such as writing the domain and range or determining if an exponential function is one-to-one. The constructivist approach was intended to support active learning but students may have preferred rote memorization due to testing pressures. Overall, neither approach significantly improved students' conceptual grasp of exponential functions.
Influence of Mathematical Representation and Mathematics Self-Efficacy on the Learning Effectiveness of Fifth
Graders in Pattern Reasoning ............................................................................................................................................... 1
Ming-Jang Chen, Chun-Yi Lee and Wei-Chih Hsu
Mentors in an Undergraduate Psychology Course: A Comparison of Student Experience and Engagement......... 17
Jill A. Singleton-Jackson, Marc Frey, Martene Clayton Sementilli and Tyler Pickel
On the Nature of Experience in the Education of Prospective Teachers: A Philosophical Problem.......................... 29
Christi Edge, Ph.D
Learning as you Teach ......................................................................................................................................................... 42
Dr Abha Singh and Dr Megan Lyons
Analysis of Fragmented Learning Features under the New Media Environment ...................................................... 55
Peng Wenxiu
Skill Education in Pre-service Teacher Education for Elementary School Teacher ..................................................... 64
Ikuko Ogawa
Plagiarism Education: Strategies for Instructors .............................................................................................................. 76
Julia Colella-Sandercock and Hanin Alahmadi
Introducing Pre-Service Teachers to Programming Concepts with Game Creation Approach................................. 85
Chiung-Fang Chiu
Validity of Post-Unified Tertiary Matriculation Examination (POST-UTME) as Screening Instrument for Selecting
Candidates into Degree Programmes in Nigerian Universities .................................................................................... 94
James Ayodele OLUWATAYO Ph.D. and Olufunke Olutoyin FAJOBI (M.Ed.)
This document summarizes an article about the design of a computerized physics tutorial created for a Plan B design project. The summary discusses:
1) The project involved building an introductory physics tutorial using information design theory and a context-rich problem about launching an airplane from an aircraft carrier.
2) The tutorial was programmed using Authorware software and follows a structured 5-step problem solving process used by physicists.
3) The final deliverable was an interactive computer tutorial that guides students through solving a physics problem and checking their work, allowing nonlinear navigation through the content.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
An Exercise To Teach The First Law Of Thermodynamics For An Open System Using...Kelly Lipiec
The document describes an active learning exercise that uses a hair dryer to teach students about the first law of thermodynamics for open systems. The exercise uses guided inquiry, where students are asked questions to prompt them to make predictions about how the hair dryer's outgoing air stream would be affected by changes to its parameters. Students then test their predictions and analyze the results. The goal is for students to develop a deeper qualitative understanding of thermodynamics concepts through active involvement in experimentation, rather than just passive observation or verification of theories through traditional labs.
The Influence of Learning using Contextual Teaching and Learning Approach to ...IJAEMSJORNAL
Learning process should be able to attract interest and make students active in learning, which material can be taken directly through the phenomenon experienced in daily life. This study aims to determine the influence of learning using Contextual Teaching and Learning (CTL) approach to physics learning outcomes of Newton's Law about Motion. The sample is students of class X MIA5 in SMA Negeri 14 Bandarlampung using Pretest-Posttest Control Group Design. Techniques of data collection using cognitive learning outcomes test instrument. The data analyzed by using normality test, N-Gain test, and Paired Sample T-test. The result of research indicates that there is the influence of using CTL approach in improving student learning outcomes of Newton's Law About motion, with p-value significantly different at 95% confidence level so it can be stated that there is the difference of pretest and posttest mean result using CTL approach. The average N-Gain score is 0.73 which included in the high category. It shows that the application of CTL approach has influence in improving student learning outcomes.
Virtual Laboratory are frequently measured effective learning tools, meanwhile their visual and concept power empower students to better known physical structures and phenomena. However, in previous research has not been much developed Virtual Physics Laboratory that is used to measure the character education of students. This research aims to Influences and apply Virtual Physics Laboratory (VPL) for assessment millennial character education with System Recording Students Character (SRSC). The study focused on the VPL Conceptual Change of Character Education test results. The sample consisted of 60 students’ whose age ranging from 20 to 21 years old with research design Randomized post-test only experiment group. Data to draw conclusions of research results, collected through the provision of concept tests. Conceptual Change data of Character Education that will be obtained from both groups are searched for the average Gain. Specific targets to be achieved in this research are innovations in the development of assessment tools that are valid and easy to use and can be done with Virtual Physics Laboratory for assessment millennial character education with System Recording Students Character can be done anytime and not limited by time. The result of the research showed that the N-gain mastery of the experimental group concept was 0,33 (32,6%) The conclusions of VPL with SRSC research can be used in the evaluation of physics learning because of the quality of the material according to expert judgment in the category of "excellent" and effective in facilitating assessment to character education of students.
This study explored the effectiveness of an inquiry-based laboratory unit on cellulase enzyme for undergraduate biotechnology students. Students participated in guided and open inquiry experiments and assessments that showed they gained knowledge of enzyme-substrate interactions and developed skills like critical thinking and applying knowledge to industrial applications. Students also responded positively to the teaching strategy and developed skills in asking questions, problem solving, drawing conclusions, and communicating, showing the benefits of inquiry-based science learning.
A Guided Inquiry Laboratory To Enhance Students Understanding Of The Law Of ...Stephen Faucher
This document describes a study that investigated 10th grade Bhutanese students' understanding of the law of mechanical energy conservation. The researchers developed a low-cost hands-on model using locally available materials and a guided inquiry laboratory as an intervention. Pre- and post-tests were used to assess students' conceptual understanding before and after the intervention. The results showed a statistically significant improvement in students' understanding of mechanical energy conservation after participating in the guided inquiry laboratory and using the hands-on model. Student interviews also indicated positive views and attitudes towards the laboratory and model. The study provides support for using hands-on guided inquiry approaches to enhance students' grasp of abstract energy conservation concepts.
A scenario based learning of electrical circuitsAlexander Decker
This document presents a framework for teaching electrical circuits using scenario-based learning. The framework consists of 5 activities where student teams use simulation software to explore series, parallel, and combination circuits. Through guided discovery and discussion, students learn the concepts of voltage, current, and resistance in different circuit types. The goal is for students to develop problem-solving skills and gain a conceptual understanding of electrical principles. Assessment involves discussion as students compare their predictions and findings. The scenario is designed using constructivist and cooperative learning principles to actively engage students in building knowledge through hands-on exploration and peer collaboration.
This study aimed to determine the effect of the inquiry-discovery learning
model on critical thinking skills and mastery of students' physics concepts on
the topic of temperature and heat. This quasi-experimental research used
posttest only control group design in which there are two groups in this
design, each of which was selected randomly. The sample in this study was
34 students for the experimental class and 34 students for the control class.
The results showed that there was a difference between inquiry-discovery
learning and conventional learning in improving students' critical thinking
skills and mastery of physics concepts. Inquiry-discovery learning affects
critical thinking skills and students' mastery of physics concepts. Future
research is expected to explore variables that can sharpen students' physics
skills through inquiry-discovery learning.
Analysis Of Pre-Service Physics Teachers Understanding Of Vectors And ForcesDaniel Wachtel
This document summarizes research on pre-service physics teachers' understanding of vectors and forces. A survey of 212 pre-service physics teachers in Indonesia found that students answered 56% of vector test questions and 46% of force test questions correctly. Students had more difficulty with vector subtraction than other concepts. Performance on force questions was lowest for problems involving inclined planes. There was a moderate correlation between vector skills and force concept understanding. This suggests vector skills impact understanding of force concepts.
Analysis Of Student S Difficulties In Solving Physics Problem Impulse And Mo...Amy Cernava
This document discusses a study analyzing students' difficulties in solving physics problems related to impulse and momentum topics. The study identified two main types of difficulties: 1) physical difficulties understanding questions and determining equations, and 2) mathematical difficulties substituting data into equations and performing calculations. Interviews found these difficulties were caused by lack of physics concept understanding, weak math skills, lack of problem-solving practice in learning, and low motivation. The researchers recommend teachers develop strategies to help students overcome these difficulties.
Effect of Mnemonic and Teaching of Oxidation and Reduction Reactions to Secon...Premier Publishers
The document discusses a study that examined the effect of using mnemonics versus conventional teaching methods on Nigerian secondary school students' academic performance in oxidation and reduction chemistry reactions. The study involved 60 students who were randomly assigned to experimental and control groups. The experimental groups were taught oxidation/reduction reactions using various mnemonics, while the control groups were taught via conventional methods. Results showed that students taught with mnemonics had significantly higher test scores than those taught without, indicating mnemonics improved academic performance on these topics. The study supports the use of mnemonics as an effective teaching strategy in chemistry.
This article discusses research on the design of effective animations for teaching molecular chemistry concepts. It explores how animations can help or hinder student understanding depending on their design. Well-designed animations that are grounded in principles of cognitive learning theory have been shown to improve students' conceptual understanding, but students may also misinterpret animations if not provided explanations. The article thus emphasizes the importance of integrating animations with active learning strategies like predictions, discussions, and connections to prior knowledge to maximize student learning.
This article discusses research on the effective design of animations for teaching molecular chemistry concepts. It explores how animations can help or hinder student understanding depending on how they are designed and implemented. Key findings from research show that animations are most effective when they adhere to principles of cognitive load theory and multimedia learning, such as combining visuals with narration and limiting extraneous details. However, students may also misinterpret animations if not guided by explanations from instructors. The article thus emphasizes the importance of integrating animations with other active learning strategies like predictions, discussions, and real-world experiments.
The document discusses a study that compared the effectiveness of the Concept Attainment Model (CAM) of teaching versus the traditional method (TM) of teaching physics concepts to 9th grade students in India. The study found:
1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
2) There was no significant difference in student liking of the CAM method versus the TM.
3) There was no significant interaction effect of teaching method (CAM vs. TM) and gender on physics concept understanding.
4) There was also no significant interaction effect of teaching method and intelligence level
This document outlines Tarisai Mudzatsi's research proposal examining the development of topic specific pedagogical content knowledge (TSPCK) in stoichiometry among three practicing teachers through a lesson study. The purpose is to determine how TSPCK in stoichiometry improves through teacher interactions in a lesson study context and how this newly developed knowledge translates to teaching practice. Poor student performance in physical science, especially topics involving stoichiometry, provides rationale for the research. The proposal includes an introduction, purpose, rationale, literature review, research questions, methodology, data analysis, ethics statement, and references.
Atividades de Geografia para alunos portadores de necessidades especiais do 8...Camila Brito
1) The document summarizes a literature review on learning theories and how teaching technologies support different methodologies. It analyzes a case study of geography classes in Brazil that used online and classroom activities.
2) A flipped classroom approach based on constructivism had students analyze local news individually before class. In class, a mind map activity based on cognitive theory allowed collective discussion of different student perspectives.
3) Students then made topographic maps in groups, addressing multiple intelligences. A gamification activity at the end used behaviorist principles with rewards to motivate students.
4) The teaching practice aimed to give students autonomy while meeting curriculum through problem-based learning. Technologies allow diverse materials but internet access lack poses challenges
KELOMPOK 14_PPT REVIEW JURNAL INTERNASIONAL_KHPPF.pptxchaniapitrisia21
This research examines the impact of problem-based learning (PBL) instruction on improving physics students' conceptual understanding of mechanical waves, finding that PBL significantly increased student understanding of concepts like propagation, reflection, and standing waves compared to traditional teaching methods. The study assessed 239 students in Uganda and recommends the use of PBL to help teachers identify and address student misunderstandings of mechanical wave concepts.
Effectiveness of Synectics Techniques in Teaching of Zoology at Higher Second...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
Similar to The Development of Newtonian Mechanics Conceptual Change Texts to Overcome Students’ Misconceptions (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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found that 86.67% respondents still hold Aristotelian conception that the heavier objects fall faster and have a
strong impetus concept that “force” is necessary to keep an object moving. Furthermore, Syuhendri [8]
revealed seven common misconceptions on active forces based on taxonomy of misconceptions probed by
Force Concept Inventory, i.e. 1) only active objects exert forces, 2) the motion of an object representatives of
active forces acting on the object, 3) no motion means no force, 4) velocity is proportional to applied force,
5) acceleration of an object implies increasing force acting on the object, 6) force causes acceleration to reach
terminal velocity, and 7) active force wears out; and two misconceptions on actionreaction pairs, i.e. 1)
greater mass exerts greater force, and 2) most active object produces greater force. Abundant misconceptions
are found in the Newtonian mechanics materials because the concepts are directly engaged in everyday
human life.
This condition is clearly unfavorable for the learning process. Ausubel [9] states that meaningful
learning only occurs when the learners can integrate the new information to what she or he has already
known. Therefore, the misconceptions must be overcome. The problem is that it is not easy to remediate the
misconceptions. Based on my teaching experience, learners still use the old concepts that are misconceiving
after they are taught the correct concepts. Thus, misconceptions are difficult to change by the traditional
learning [10-13]. Therefore, special learning approach is needed to remove them. Posner et al. [14] propose a
general model of conceptual change learning. They state there are four conditions that must be met in order
to conceptual change take place, i.e. dissatisfaction, intelligible, plausible, and fruitful. Furthermore, they
also put forward five features of conceptual ecology in selection the replacing concept, i.e. anomaly, analogy
and metaphor, epistemological commitment, metaphysical belief and concept, and other knowledge. In
accordance with this general model, Nussbaun & Novick [15] suggest a special instructional sequence for
conceptual change, i.e. 1) a teacher should attempt to make misconceptions invisible to learners, and then, 2)
the teacher exposes that such conceptions are incompatible or unable to solve the problem so that the learner
becomes dissatisfied with the conceptions.
There are many strategies and methods of learning that fulfill the Posner et al’s requirements that
can be used to change students’ conceptions such as POE (Predict-Observe-Explain), POEA (Predict-
Observe-Explain-Apply), learning cycle, concept map, Conceptual Change Texts (CCT), analogy, and
bridging analogy, concept substitution, refutational texts, constructive teaching, and Continuous Computer
Assisted Activation (CCAA). Each strategy has its own advantages and disadvantages. There is no
appropriate teaching strategy for all conditions. A strategy by using the CCT is suitable for condition in
Indonesia where there are many students in a class so that it is difficult for a teacher to interact with every
student to dispel every misconception. The power of the CCT is that it can be read repeatedly anytime and
anywhere by learners. The use of CCT is believed to help students overcome their misconceptions and
increase their conceptual understanding from non-scientific concepts to scientific concepts.
Various studies on chemistry education have proven that using CCT is an effective way to improve
students’ conceptual understandings. For example, Ültay et al. [16], in a quasi experimental study to see the
effect of CCT in the REAC strategy, found that CCT was slightly effective in dispelling students’
misconceptions in solution chemistry materials. Then, Ozkan and Selcuk [17] have also conducted a study on
the topic of pressure and buoyancy in chemistry. They who involved three groups in their quasi experimental
research, i.e. group 1 using CCT, group 2 using real life context-based learning, and the last group as a
control group using traditional learning approach, found that the CCT group had conceptual understanding
scores significantly higher than those groups of the context-based learning and the traditional learning
approach. In addition, Yumuşak et al. [18] also proved that CCT and CCT with CAI (Computer-Assisted
Instruction) were more successful in dispelling misconceptions than traditional teaching methods on the
subject of radioactivity. Moreover, Özmen and Naseriazar [19] revealed that learning with computer
simulations enriched with conceptual change texts was more effective to help students to construct chemical
equilibrium concepts in their mind and overcome their misconceptions. In brief, CCT that was firstly
developed by Wang and Andre [20] has become the most important tool to overcome learners’
misconceptions [18] in chemistry materials.
It seems that the use of CCT to improve students’ conceptual understanding and overcome their
misconceptions has been successful for chemistry materials. However, it has still few been implemented for
physics materials and it has not been developed in Indonesian language yet. Therefore, it could also be
developed for physics materials. Furthermore, it is also necessary to develop CCT in Bahasa Indonesia for
users in the Indonesian language. Moreover, the development of CCT for Newtonian mechanics materials are
important in order to solve problem that is many minconceptions was found for that materials held by
students in the previous study. So, increasing the mastery of the conceptual understandings of Newtoian
mechanics needs to be done. Hence, this research developed Newtonian mechanic Conceptual Change Texts
(NW CCT) teaching materials with the statements of the problems of how to develop a design of CCT for
Newtonian mechanics material, and how to develop a valid and practical NM CCT teaching materials.
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2. RESEARCH METHOD
The research used educational research and development (R&D) method. Educational research and
development method is a process of developing a product in the field of education. The study was conducted
in three stages, i.e 1) preliminary study, 2) design development, and 3) evaluation.
In the preliminary stage, the study focused on the analyzing of competence, essential materials, and
misconceptions experienced by students in Newtonian mechanics. The data of these students’ misconceptions
are the basis for developing relevant CCT. Design of CCT was developed based on Posner et al’s [14] theory
about conceptual change interpreted in terms of format and prototype of the NM CCT. The evaluation
process used in the development stage followed Tessmer’s[21] formative evaluation such as in Figure 1.
Figure 1. Formative evaluation according to Tessmer [21]
The research was conducted in Mathematics and Science Education Department, Faculty of Teacher
Training and Education, Universitas Sriwijaya in 2017. The research subjects were students taking Basic
Physics course. The instruments used were Experts’Validation Sheet and Questionnaires, and Students’
Feedback Questionnaire and interviews. The expert validation sheets and questionnaires were instruments
given to experts in order to validate the developed CCT. Based on the analysis of this sheet, some
suggestions and recommendations were given by the experts to improve the CCT. The students’ feedback
questionnaire provided some information about the practicality of the CCT. The practicality means how easy
the CCT is to read and to understand by students and whether the CCT is easy to use as its objective to
change misconceptions.
The experts’ validation questionnaire was in the Likert scale comprising 35 items with four choices,
namely very good (score 4), good (score 3), not good (score 2), and very bad (score 1). The experts’
validation questionnaire was divided into 5 aspects: content feasibility, conformity with needs, language
feasibility, presentation feasibility, and graphic feasibility. This Instrument was divided into two major parts,
namely part A consisting of content feasibility, conformity with needs, language feasibility, and part B
consisting of presentation and graphic feasibility. Part A was used to assess each of the CCT made while Part
B was used to validate the CCT as a whole. Table 1 figures out the distribution of experts’ validation
instruments.
Table 1. The Distribution of Experts’ Validation Questionnaire
No Aspects Number of Items Instrument Part Items
1 Content Feasibility 5 Part A 1 to 5
2 Coformity with needs 14 Part A 6 to 19
3 Langguage Feasibility 6 Part A 20 to 25
4 Presentation Feasibility 6 Part B 1 to 6
5 Graphic Feasibility 4 Part B 7 to 10
The Students’ Feedback Questionnaire consisted of 29 items using the Likert scale with 5 choices,
i.e. strongly agree (score 5), agree (score 4), less agree (score 3), disagree (score 2), and strongly disagree
(score 1). This questionnaire revealed the practicality of teaching materials being used by students in order to
increase the understanding of the concepts from the non-scientific concepts to the scientific concepts and/or
from misconceptions to the correct concepts.
The data were analyzed qualitatively and quantitatively. The quantitative analysis of the experts’
validation and student feedback questionnaires in terms of descriptive statistics to get the mean and
percentage were used to find out the validity and practicality of the CCT. The qualitative analysis was
conducted based on the experts’ and students’ comments and interview results.
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3. RESULTS AND ANALYSIS
The results of this research are design, validity, and practicality of the Newtonian mechanics
Conceptual Change Texts (NM CCT). The design was based on the theory of conceptual change. The validity
was done by experts to give the judgment and recommendation about the content feasibility, the conformity
with the needs, the language feasibility, the presentation feasibility, and the graphic feasibility of the texts.
The practicality was found out to see the readability and understandability of the texts by users and the ability
of the texts to change misconceptions.
3.1. Units and Design of the Newtonian Mechanics Conceptual Change Texts
The development of NM CCT refers to form of misconceptions experienced commonly by students
in Newtonian mechanics materials. The first thing to do with overcoming misconceptions was to identify
them [18]. So, based on the preliminary study, there were 31 kinds of the misconceptions held by the students
in Newtonian mechanics area distributed in the domains of kinematics, impetus, active forces, action-reaction
pairs, influence sequences, and other forces that influence motion in sub topics of kinematics, Newton first
law, Newton second law, Newton third law, superposition principles, and kinds of forces [7], [8], [22]. Based
on these misconceptions, there have been developed 21 units of NM CCT as shown in Table 2.
Table 2. The Units of CCT for each Sub Topic of Newtonian Mechanics Materials
Sub Topics Unit of CCT
Basic Laws
1.1 Free Fall Motion
1.2.1 Interaction between Two DifferentMass Objects
1.2.2 Force Excerted by Two Different Velocity and Mass Objects
1.2.3 An Object Pushs other Object that has Different Mass
1.3 Force on Stationary Object
1.4 Force on Moving Object
1.5.1 Force on Moving Lift
1.5.2 Force on a Stationary Box on the Floor
Application of
The Basic Laws
2.1.1 Trajectory of an Object after the String Breaks
2.1.2 Force on the Swing
2.1.3 Force on a Circular Motion Object
Work and
Energy
3.1 Work Done to Move an Object with Constant Velocity
3.2 Work Done by an Object to Rotate around the Earth
3.3 Velocity of Different Weight Objects to Slide
3.4 Work Done to Hold the Wall
3.5 Sliding on DifferentSlides
Impuls and
Momentum
4.1 Change of Object Trajectory after Getting a Force
4.2 An Object Thrown Upward
4.3 The Bouncing Marbles
4.4 Falling Objects after Passing the Highest Point
4.5 Uniform Linear Motion Objects after Getting a Hit
The NM CCT consisted of four chapters, i.e. Basic Laws, Application of the Basic Laws, Work and
Energy, as well as Impuls and Momentum. The order of the material of each chapter was based on the
hierarchical of the mechanics materials and corresponded to the order of the topic in the Basic Physics
course. The Applications of the Basic Laws was given after the students understood the Basic Laws well.
Work and Energy materials were based on the Basic Laws of mechanics, while Impuls and Momentum
depend on the mastery of the Basic Laws materials as well as Work and Energy. There were eight, three, five
and five units of the CCT for the chapters of Basic Laws, Application of the Basic Laws, Work and Energy,
as well as Impuls and Momentum, respectively. The number of the units of the CCT for each chapter
corresponded to the common misconceptions in the chapter. Especially, for the Basic Laws chapter there
were five sub-chapters, namely free fall motion, interaction forces between two objects, force on stationary
object, force on moving object, and force on the object with constant speed. In these five sub-chapters, there
were eight units of CCT as shown in Table 1. Chapter 1 has the most units of CCT compared to other
chapters as there were also many misconceptions that need to be overcome.
The Basic Laws chapter is started with Free Fall Motion CCT. This CCT was placed at the
beginning of the chapter because the misconception about speed of falling object was experienced
dominantly by the students. They thought that heavy objects would always fall faster than the light ones. The
studies by Hestenes et al. [23], Luangrath et al. [24] and Syuhendri [13] found out that students had
misconceptions about free fall motion that heavier objects fell faster. Putting the dominant misconception at
the beginning of the chapter would make the learners interested to the teaching materials. The interviews
with the students revealed that they were interested in this CTT because of at the beginning they had gotten
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something different from what they understood. Another common misconception was the interaction between
two different mass objects. The students thought that objects with bigger mass would give greater attraction
force to smaller object compared to the force of smaller object to the larger one. The CCT for this case was
placed in the second order of the basic law topics.
The Applications of The Basic Laws chapter began with CCT “Trajectory of an Object after the
String Breaks”. This CCT related to the case of circular motion, in which many students also experienced
misconception related to the force acting on a circular moving object. From the analysis of misconceptions,
the students considered that centrifugal force was a defined force rather than a term used for force that had a
direction away from the center of a circle. The existence of the centrifugal force away from the center of the
circle lead the students to think that the object would come out of the circle if the string that bound it broke
instead of moving forward in the direction of the tangent of its velocity just before the string broke. The
students’ conception that an object would be thrown out was also reinforced by their experiences of riding in
a car when the car turned to the left as if they were pushed to the right. This CCT was placed at the beginning
of the chapter to draw the students’ attention to read the texts further. For chapters 3 and 4, because the
misconception level was relatively the same, the teachers could make the order of the CCT based on the
sequence of the material conveyed. In conclusion, these 21 units of the NM CCT included all the dominant
misconceptions in the Newtonian mechanics materials. The developed CCT is sufficient enough for teachers
to improve conceptual understanding and overcome misconceptions in Newtonian mechanics materials.
However, there is an opportunity for teachers to add the CCT if necessary. The design of the NM CCT was
based on Posner et al’s [14] conceptual change theory. Based on the analysis of the Posner et al’s [13] theory,
steps of the development of the CCT are shown in Figure 2. The design of each unit of the CCT is described
in Figure 3.
Figure 2. Steps of development of the CCT
Figure 3. Design of the Developed CCT
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The situation provides the context of the questions. It makes clear on what circumstances the
questions are given. This clarifies the questions so that students can give the answer clearly based on their
conceptual understandings. For example, in CCT 1.1 it is given the situation of “Two different heavy stones,
stone A is much heavier than stone B, dropped from the same height. Think about the time they take to arrive
on the ground”. Providing the situation at the beginning of CCT was also done by Ültay et al. [16] in order to
activate students’ prior knowledge. Then the question is given based on this situation, e.g. for situation 1.1
the questions are: 1) Which stone arrives first on the ground? 2) Does the weight of the object influence the
speed of the object to fall? and 3) Does the weight of the object influence the time they take to fall? After
that, the students answer the questions and give their reasons in the provided spaces. In this CCT, the answers
given by the students are also followed by the reasons. Disclosure of the reasons is important to see if a
person holds misconception or not. Giving the wrong answer is not necessarily means that a person is
experiencing misconceptions. Therefore, the reasons determine the students’ way of thinking. It leads to the
decision whether the students hold misconceptions or not. Then, some forms of misconceptions that are often
experienced by students related to the case are given. Giving the situation up to the examples of
misconceptions aims to generate students’ dissatisfaction with their prior knowledge of the conceptions,
which is in line with the first requirement of Posner et al’s [14] theory. Finally, the CCT is followed by the
explanations of the correct concepts. The scientific conceptions can replace the misconceptions if they are
intelligible, plausible and fruitful by the learners[13]. Therefore, the correct concept explanations are made in
such a way that the explanations are easy to understand, give rise to new beliefs, and are more powerful than
the previous conceptions.
Self-evaluation and one to one evaluation were conducted as soon as Draft of NM CCT was formed.
The self evaluation was conducted several times and followed by the revisions to the Draft. The revisions
were made to the physics contents which were in the explanation of the correct concepts, the language aspect
such as word selection, phrase and sentence writing, as well as the existing figures and graphics. Then,
teaching materials were also given to some students to read. Those were carried out to get input from the
students about the readability and understandability of the teaching materials, whether the teaching materials
were easily readable and well understood. The students’ inputs were also used to revise the CCT being
developed. Based on the process, finally a better Draft of the CCT was obtained and it was ready to be tested
for its validation and practicality.
3.2. The Validity of the Newtonian Mechanics Conceptual Change Texts
To validate the NM CCT, a modification instrument from the Formative Evaluation Instrument for
teaching materials by Ministry of National Education (MoNE) of Indonesia [24] was created. The main
difference between the MoNE’s teaching materials instrument and the instrument used in this research is the
existence of the items to validate the aspects related to the objective of the CCT. On one hand, the MoNE’s
instrument is to validate the teaching materials written by authors. On the other hand, the instrument required
in this study was to validate teaching materials developed based on certain characteristics. Because the
teaching materials were developed based on a certain characteristic, then in the same way this instrument had
to have this certain characteristic. The characteristic in this study was the teaching materials based on the
conceptual change theory in order to overcome misconceptions and to improve conceptual understanding
from non-scientific conceptions to scientific conceptions. Therefore, an instrument was developed in order to
be able to validate the teaching materials based on the conceptual change theory, called conformity with the
aspect needs. There were 14 items related to this aspect. The modifications were made for content feasibility,
language feasibility, presentation feasibility, and graphic feasibility. As a result, there were 5, 6, 6, and 4
items for content feasibility, language feasibility, presentation feasibility, and graphic feasibility respectively.
The validation was conducted by two validators who were experts in physics and physics education. The
result of the analysis of the validation is provided in Table 3 as follows.
The validation process was done for each of 21 units of the NM CCT. The rates shown in the Table
3 are the average rate from validator 1 and validator 2. In Table 3, all NM CCT units are very valid with the
percentages of validity above 90%, except for CCT 4.1 with a validation rate of 87.5%. However, it is still in
the very valid category. In CCT 4.1, it was given the situation: “An object moves in a uniform linear motion
over a flat path without friction, also ignore air friction. Suddenly, at point B the object gets a constant force
that continues working on the object as shown in the picture”, and the question is: “DRAW the trajectory of
the object starting from the point B. Give your REASONS”. Based on the validator comment, this CCT does
not clearly put the point B. By revising the picture, then the CCT 4.1 finally became very valid. The
interesting thing is that both validators gave the maximum rates for the content feasibility aspect except for
CCT 4.1. Based on the comment from validator, the problem of the CCT 4.1 was that it contained an unclear
question. After the question was revised, the CCT 4.1 had high validity. Based on Table 3, the content
feasibility has the highest validation rate, i.e. 3.98 and followed by language feasibility 3.93, and finally the
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conformity with the needs 3.90. Although the validation relating to the suitability of the CCT with conceptual
change theory has the lowest rate, it is still in a very valid category. In conclusion, all CCT units are very
valid for the content, conformity with the needs, and language aspects. The average rate for all of these
aspects is 98.5%.
Table 3. The Results of Validity of EachUnit of Newtonian Mechanics Conceptual Change Texts
No CCTs
Content
Feasibility
Conformity with
the Needs
Language
Feasibility
M M(%) Category
1 1.1 4.00 3.95 4.00 3.98 99.6 Valid
2 1.2.1 4.00 4.00 3.90 3.97 99.2 Valid
3 1.2.2 4.00 3.85 4.00 3.95 98.8 Valid
4 1.2.3 4.00 3.85 3.90 3.92 97.9 Valid
5 1.3 4.00 3.95 4.00 3.98 99.6 Valid
6 1.4 4.00 3.90 4.00 3.97 99.2 Valid
7 1.5.1 4.00 4.00 4.00 4.00 100.0 Valid
8 1.5.2 4.00 4.00 4.00 4.00 100.0 Valid
9 2.1.1 4.00 3,90 4.00 3.97 99.2 Valid
10 2.1.2 4.00 3,50 3.50 3.67 91.7 Valid
11 2.1.3 4.00 3,90 4.00 3.97 99.2 Valid
12 3.1 4.00 4.00 4.00 4.00 100.0 Valid
13 3.2 4.00 4.00 4.00 4.00 100.0 Valid
14 3.3 4.00 4.00 4.00 4.00 100.0 Valid
15 3.4 4.00 3,90 4.00 3.97 99.2 Valid
16 3.5 4.00 3,95 4.00 3.98 99.6 Valid
17 4.1 3.50 3,50 3.50 3.50 87.5 Valid
18 4.2 4.00 4.00 4.00 4.00 100.0 Valid
19 4.3 4.00 3.85 3.90 3.92 97.9 Valid
20 4.4 4.00 4.00 4.00 4.00 100.0 Valid
21 4.5 4.00 4.00 3.90 3.97 99.2 Valid
M 3.98 3.90 3.93 3.94 98.5 Valid
Validation for the presentation and graphic aspects was applied to the CCT as a whole textbook. The
validation results for these two aspects are shown in Table 4. The results also show that CCT book is also
very valid for presentation and graphic aspects. Table 3 and Table 4 conclude that the NM CCT teaching
materials have high validation rates for all aspects.
Table 4. The Result of Validity of Presentation and Graphic Feasibility of NM CCT
Validator
Presentation
Feasibility
Graphic
Feasibility
Mean % Category
1 3.8 3.8
2 4 4
Mean 3.9 3.9 3.9 97.5 Valid
3.3. Practicallity of the Newtonian Mechanics Conceptual Change Texts
The practicality of this teaching materials was examined in small group trials. The NM CCT was
given to 44 students to read and do assignments. Yürük and Eroğlu [11] propose that checking whether the
developed text can be understood by students or not can be done by asking them to read it. Then they are
asked to give the feedback through a questionnaire. Furthermore, interviews were conducted by taking
sample consisting of 5 students. Based on the responses given by the students it seems that most students
strongly agree and agree to each statement in the questionnaire. Table 5 shows the result of the questionnaire
analysis for the practicality of the NM CCT.
Table 5. Practicality of Newtonian Mechancs Conceptual Change Texts
Readability
Understan-
ability
Ability to
Change
Conceptions
N Mean % Category
0.85 0.86 0.91 44 0.87 87 Practical
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Table 5 shows that practicality levels of NM CCT are 0.85, 0.86. and 0.91 for readability,
understandability, and ability to change misconceptions respectively. The total practicality level is 87%.
Based on the analysis of the students’ responses n the questionnaire, NM CCT is categorized practical. In
other words, the NM CCT teaching materials are easy to read and understand by the students. Readability of
teaching materials depends on whether the teaching material communicative or not and the familiarity of the
user to the vocabulary used. This is influenced by text format, reader ability, vocabulary used, text structure
and syntax. Accordingly, Devetak and Vogrinc [26] state that the quality of teaching materials depends on
the word, sentence, and overall text used. Therefore, the students need to figure out if there are complex texts
or not meaningful texts in the teaching materials [11]. The complex texts and not meaningful texts must be
revised. The analysis of the student responses shows that the whole texts can be read and understood
very well.
Interviews with the learners revealed that the NM CCT teaching materials were interesting to them
and help them obtain the correct concepts. The teaching materials have been exposed to them that the
concepts they had previously were wrong. The explanations of the correct concepts given in the teaching
materials make them aware of the true concepts. Next, there are some excerpts from interviews about how
students’responses to the developed NW CCT.
Student X :
“the teaching materials is good Sir... we have already had concepts from senior
and junior high school, but now [we] just know they are wrong [concepts] and
[we] can get the right explanation now”.
Student Y:
“I am more interested to read it ... [it is] easy to understand ... I can read ... [it]
changes my previous concepts for example I think the heavy [object] faster fell, but
it is not in this book”.
Students’ interest in this kind of materials is further expressed by the student’s expectation such as:
Student Z :
: “. ... I hope [this teaching materials were] also made for other materials such as
for fluids and so on... and so [it] can be marketed so that [it] can be read by other
children”.
Overall, the difference between the CCT developed in this study and other CCT is that this NM
CCT provides a circumstance for students to discuss and to come up with ideas about the given questions.
The learners not only answered the questions but also gave reasons. There are two advantages of the reasons
given by the students. First, it ascertains whether the students had truly misconception or they just could not
answer the questions correctly. Not all wrong answers are categorized as misconceptions [12], but they may
be caused by lack of knowledge, negligence, unlucky factors, or mis-choosing [27], [28]. Second, the reasons
given can be used by a teacher to figure out what kind of way of thinking the students have so that the teacher
can determine the way of teaching and learning to overcome the misconceptions. The importance of students’
way of thinking relevant to the classical Ausubel’s [9] dictum that the most influence factor in learning is
what students already know. This second reason paves the way for the teacher to use the CCT in the
beginning of the lesson to explore the students’ mind and at the end of the lesson to check whether students
already have the correct idea or not yet.
Furthermore, the superiority of this NM CCT is that the students not only passively read the existing
misconceptions but also actively expose their conceptions. They are intellectually active and can eventually
lead to cognitive conflict in their minds. The cognitive conflict that is created by asking students what will
happen in a situation is the first kind of the cognitive conflict [29]. It is also what makes NM CCT attractive
to the students because they see the real mistakes in their mind and get clear explanations of the correct
conceptions. This way, the correct concept explanations become more memorable for them. This design
differs slightly from the CCT developed by Yumuşak et al. [18]. They developed CCT comprise firstly
determining the concepts of the conceptual change texts and followed by questions, common misconceptions,
reasons for the misconceptions made by writer, detailed information why the misconceptions are incorrect,
and scientific information about the misconceptions. They do not ask the students to express the reasons for
the given answers. On the other hand, Yürük and Eroğlu [11] in general exposed the example of their CTT
consisting of questions or questions and asking the reason that is followed by written scientific explanations.
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4. CONCLUSION
Based on the previous results and discussions, in conclusion a set of CCT has been produced for
Newtonian mechanical materials which can be used to enhance conceptual understandings and remediate
misconceptions. The design of this teaching material is developed based on a conceptual change theory that
explains how old concepts that are strongly embedded in the students’ mind can be replaced with the new
concepts. There are 21 units of NM CCT that cover the entire materials of Newtonian mechanics distributed
in four chapters, namely Basic Laws, Application of the Basic Laws, Work and Energy, and Impuls and
Momentum. Based on the validation process the NM CCT was very valid with an average rate of 98%. This
means that the NM CCT teaching material has high feasibility, in terms of content, conformity with needs,
language, presentation, and graphic feasibilities. Practicality trials also found that the teaching material can
be used by students with the practical level of 87%. This means the teaching material is easy to read and
understand, and can change the misconceptions to the scientific concepts.
The prospect from this research is that the NM CCT can be used by teachers in Basic Physics
courses at higher educations, and mechanics materials in secondary schools, both as a reading source and
worksheets which aim to improve conceptual understandings and overcome misconceptions. Moreover, this
research can be used as a model for developing CCT materials for other topics. Misconceptions and low
conceptual mastery in sciences are fundamental problems that have long been faced in science education in
Indonesia. Therefore, it needs a serious attention from education experts to cope with this problems. Learning
innovations need to be done to solve these problems such as by producing certain types of texts and
developing teaching strategies. Last but not least, further research is needed to find out the effectiveness or
potential effect of the use of these teaching materials in improving conceptual understandings and reducing
the misconceptions.
ACKNOWLEDGEMENTS
I would like to express my gratitude to Universitas Sriwijaya c.q. LPPM Unsri for supporting me
with this research grant of Penelitian Unggulan Kompetitif with the Contract Number 1012/UN9.3.1/PP2017
and Surat Keputusan Number 0569/UN9/PP/2017. In addition, I highly appreciate all participants who have
contributed to this research.
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