Practicality of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Physics Students' Competency

This study focused on the Effect of Concept Mapping Teaching Strategy on students’ conceptual change in physics. Two research questions guided the study. Two null hypotheses were formulated and tested at the probability of 0.05 level of significance. The study adopted a quasi-experimental non-equivalent control group design. The study was carried out in Agbani Education zone of Enugu State. One hundred and nineteen students consisting of 63 boys and 56 girls from three co-educational schools were selected through purposive sampling for the study. Two intact streams of SSS 2 students in each of the secondary schools were used. The experimental group was taught concepts/principles involving refraction of the light wave using concept mapping while the control group was taught the same topics in optics using the conventional method. Thirty items on Test on Physics Concept (TPC) were developed by the researchers. The items were validated by three experts, one in measurement and evaluation and two in the Department of Science Education with a physics background, all from the Department of Science Education University of Nigeria Nsukka. Content validation was also carried out based on the table of specification. The reliability of the items was tested using the Kendall coefficient of concordance (W) with a coefficient of 0.81. Data on students' conceptual change in physics were collected using TPC. Pre-test scores were collected before the treatment while the post-test was administered after the treatment. Research questions were answered using mean and standard deviation while hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). Results of data analyzed revealed that there exists a difference between the mean scores of physics students in Test of physics concepts when taught using concept mapping and lecture methods in favour of the group taught light waves using concept mapping strategy. That there exists no significant difference between the mean scores of male and female physics students in a test of physics concepts when taught using concept mapping and lecture methods. The recommendations among others are that concept mapping and lecture methods should be used interchangeably in the teaching of physics to breach the gap in performance between male and female students and concept mapping instructional strategy should be used to promote conceptual change in physics.

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EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS’ LEARNING ON SOME ASTRONOMY CONCEPTS

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.148 ◽

2017 ◽

Vol 16 (2) ◽

pp. 148-162

Author(s):

Çiğdem Şahin ◽

Ümmü Gülsüm Durukan ◽

Elif Arıkurt

Keyword(s):

Primary School ◽

Conceptual Change ◽

Experimental Methodology ◽

Future Research ◽

Teaching Model ◽

State University ◽

Education Levels ◽

Post Test ◽

Astronomy Concepts ◽

Positive Effect

The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers’ (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in the 2nd year at a state university. The research was carried out on the pre-experimental methodology with a single research group. The data of the study were collected by concept cartoon form which included some astronomy concepts such as the Sun, star, planet, meteor, Solar System, constellations. The developed teaching materials about the chosen astronomy concepts were implemented in eight course hours. It was seen that most of the PSPTs had alternative concepts. A considerable decrease was determined when the pre and post-test results of the PSPTs were compared; it was found that learning based on the 5E teaching model had a positive effect on the conceptual change. It can be said that 5E teaching model was effective on remedying alternative concepts. In the future research about astronomy teaching may be conducted to determine the effects of 5E teaching model on remedying the alternative concepts and achieving conceptual change with the different education levels of students. Keywords: concept cartoons, primary school, pre-service teachers, astronomy concepts, 5E teaching model, alternative concept.

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