Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Effect of Different Instructional Methods on Students’ Conceptual Change Regarding Electrical Resistance as Viewed from a Synthesized Theoretical Framework
1
College of Physics & Electronic Engineering, Taizhou University, Taizhou, CHINA
2
College of Physics & Electronic Engineering, Henan Institute of Finance and Banking, Zhengzhou, CHINA
3
Normal College & School of Teacher Education, Qingdao University, Qingdao, CHINA
Online publication date: 2018-04-26
Publication date: 2018-04-26
EURASIA J. Math., Sci Tech. Ed 2018;14(7):2771-2786
KEYWORDS
ABSTRACT
This study sought to investigate the effect of different instructional methods on students’ conceptual change and to explore junior secondary school students’ misconceptions about electrical resistance. Quasi-experimental design was employed to compare whether or not there are significant differences among various teaching methods. The participants (165 junior secondary school students in China) were enrolled in three classes instructed by the same physics teacher. This study was carried out in a synthesized theoretical framework and found that the inquiry teaching method was effective in learning about resistance. Meanwhile, didactic learning supplemented with mathematical deduction was better in developing conceptual understanding of equivalent resistance. The crux of the matter is not whether the instructional method is traditional, but whether it brings mental disequilibrium and achieves conceptual framework shift. The findings distinguished a teaching strategy rooted in cognitive psychology from a strategy derived from physics itself. It also demonstrated the importance for teachers to use strategies derived from physics to accomplish students’ conceptual framework shift. Meanwhile, this study investigated the opinions held by students and found a number which had not previously been reported. Therefore, it is essential for physics teachers to probe students’ misunderstanding of a certain physics concept and design corresponding teaching method to accomplish students’ conceptual framework shift.
REFERENCES (37)
1.
Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five concepts. Journal of Research in Science Teaching, 31(2), 147-165. https://doi.org/10.1002/tea.36....
2.
Bar, V. (1989). Children’s views about the water cycle. Science Education, 73, 481-500. https://doi.org/10.1002/sce.37....
3.
Bar, V., & Travis, A. S. (1991). Children’s views concerning phase changes. Journal of Research in Science Teaching, 28, 363-382. https://doi.org/10.1002/tea.36....
4.
Borges, A. T., & Gilbert, J. K. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 95-117. https://doi.org/10.1080/095006....
5.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.
6.
Çepni, S., & Keles, E. (2006). Turkish students’ conceptions about the simple electric circuits. International Journal of Science and Mathematics Education, 4(2), 269-291. https://doi.org/10.1007/s10763....
7.
Dai, H. Q., Zhang, F., & Chen, X. F. (2005). Mental and educational measurement. Guangzhou: Jinan University Press.
8.
Georghiades, P. (2004). Making pupils’ conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26, 85–99. https://doi.org/10.1080/095006....
9.
Glaser, R., & Chi, M. T. (1988). Overview. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xv–xxviii). Hillsdale, NJ: Erlbaum.
10.
Gomez-Zwiep, S. (2008). Elementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437-454. https://doi.org/10.1007/s10972....
11.
Gönen, S. (2008). A Study on student teachers’ misconceptions and scientifically acceptable conceptions about mass and gravity. Journal of Science Education and Technology, 17(1), 70-81. https://doi.org/10.1007/s10956....
12.
Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111. https://doi.org/10.1002/sce.37....
13.
Johnstone, A. H., & Mughol, A. R. (1978). The Concept of Electric resistance. Physics Education, 13(1), 46–49. https://doi.org/10.1088/0031-9....
14.
Kang, S., Scharmann, L. C., & Noh, T. (2004). Reexamining the Role of Cognitive Conflict in Science Concept Learning. Research in Science Education, 34(1), 71–96. https://doi.org/10.1023/B:RISE....
15.
Küçüközer, H., & Kocakülah, S. (2008). Effect of simple electric circuits teaching on conceptual change in grade 9 physics course. Journal of Turkish Science Education, 5(1), 59-74.
16.
Kuhn, T. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.
17.
Lakatos, I. (1994). Falsification and the methodology of scientific research programmes. In J. Worralland, & G. Currie (Eds.), The methodology of scientific research programmes: Philosophical papers (Vol. I) (pp. 8-101). Cambridge University Press.
18.
McDermott, L., & Schaffer, P. (1992). Research as a guide for curriculum development: an example from introductory electricity. Part I: Investigation of students understanding. American Journal of Physics, 60(11), 994–1003. https://doi.org/10.1119/1.1700....
19.
Merlin, J., Maisha, J.M., & Max, C. (2016). The Impact of an Interactive Ray Diagram Teaching Module in Enhancing Grade 11 Learners’ Conceptual Understanding of Image Formation in a Plane Mirror. Eurasia Journal of Mathematics Science and Technology Education, 12(3): 637-653.
20.
Ministry of education of the people’s republic of China. (2001). The physics curriculum standard of the full-time compulsory education. Beijing: Beijing Normal University Press.
21.
Park, J., & Kim, I. (1998). Analysis of students’ responses to contradictory results obtained by simple observation or controlling variables. Research in Science Education, 28(3), 365-376. https://doi.org/10.1007/BF0246....
22.
Peng, Q. C., & Du, M. (2006a). Physics I (8th grade). Beijing: Peoples Education Press.
23.
Peng, Q. C., & Du, M. (2006b). Physics II (8th grade). Beijing: Peoples Education Press.
24.
Pines, A. L., & West, L. H. T. (1986). Conceptual understanding and science learning: an interpretation of research within a source-of-knowledge framework. Science Education, 70(5), 583-604. https://doi.org/10.1002/sce.37....
25.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227. https://doi.org/10.1002/sce.37....
26.
Ross, K. E., & Shuell, T. J. (1993). Children’s beliefs about earthquakes. Science Education, 77, 191–205. https://doi.org/10.1002/sce.37....
27.
Roth, W., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30(5), 503-534. https://doi.org/10.1002/tea.36....
28.
Shepardson, D. P., & Moje, E. B. (1994). The Nature of Fourth Graders’ Understandings of Electric Circuits. Science Education, 78 (5), 489-514. https://doi.org/10.1002/sce.37....
29.
Sternberg, R. J. (2001). Metacognition, abilities, and developing expertise. In H. J. Hartman (Ed.), Metacognition in learning and instruction (pp. 247–260). Dordrecht: Kluwer. https://doi.org/10.1007/978-94....
30.
Stockmayer, S. M., & Treagust, D. F. (1994). A historical analysis of electric currents in textbooks: A Century of Influence on Physics Education, Science & Education, 3, 131–154. https://doi.org/10.1007/BF0048....
31.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. Duschl, & R. Hamilton (Eds.), Philosophy of science, cognitive science, and educational theory and practice (pp. 147-176). Albany, NY: SUNY Press.
32.
Viard, J., & Khantine-Langlois, F. (2001). The concept of electric resistance: How Cassirer’s philosophy, and the early developments of electric circuit theory, allow a better understanding of students’ learning difficulties. Science & Education, 10, 267-286. https://doi.org/10.1023/A:1008....
33.
Wang, J. Y., Jou, M., Lv, Y. Z., & Huang, C. C. (2018). An investigation on teaching performances of model-based flipping classroom for physics supported by modern teaching technologies. Computers in Human Behavior, 84, 36-48. https://doi.org/10.1016/j.chb.....
34.
Wang, X. L. (2005). Educational measurement. Shanghai: East China Normal University Press.
35.
White, R., & Gunstone, R. (1989). Metalearning and conceptual change. International Journal of Science Education, 11, 577–586. https://doi.org/10.1080/095006....
36.
Yan, J. D., & Wang, X. C. (2006). Physics (9th grade). Beijing: Beijing Normal University Press.
37.
Yuruk, N., Beeth, M. E., & Andersen, C. (2009). Analyzing the effect of metaconceptual teaching practices on students’ understanding of force and motion concepts. Research in Science Education, 39(4), 449-475. https://doi.org/10.1007/s11165....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
