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Students’ Conceptual Change in Electricity and Magnetism using Simulations: a Comparison of Cognitive Perturbation and Cognitive Conflict

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dc.contributor.author Dega, BG
dc.contributor.author Kriek, Jeanne
dc.contributor.author Mogese, TF
dc.date.accessioned 2014-05-22T08:50:17Z
dc.date.available 2014-05-22T08:50:17Z
dc.date.issued 2013
dc.identifier.citation 3. Dega, BG, Kriek J & Mogese, TF (2013) Students’ Conceptual Change in Electricity and Magnetism using Simulations: a Comparison of Cognitive Perturbation and Cognitive Conflict Journal of Research in Science Teaching 50(6)pp.677-698 en
dc.identifier.uri http://hdl.handle.net/10500/13487
dc.description.abstract The purpose of this study was to investigate Ethiopian physics undergraduate students’ conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). A quasi-experimental design was used to study the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive conflict using physics interactive simulations (CCS). Data was collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM). ANCOVA was conducted on the scores of 45 students on the modified DEEM test to compare the effectiveness of the CCS and CPS. The results showed a significant difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66, p=0.04, partial eta squared=0.12. Consequently, it was concluded that there is a statistically significant difference between CPS and CCS in changing students’ alternative conceptions towards scientific conceptions favoring CPS. Medium practical difference between the two classes was estimated by the partial eta squared effect size. To characterize and compare improvement of the students’ conceptual learning in both treatment classes, Hake’s average normalized gain <g> from pre to post scores were analyzed. It is suggested that in abstract conceptual areas of electricity and magnetism, in which most students have inappropriate and counterproductive responses, cognitive perturbation through interactive simulations is more effective than cognitive conflict through interactive simulations in facilitating conceptual change, and, thus, can improve classroom instruction in the area. Recommendations are also suggested for guiding future research in this area. en
dc.language.iso en en
dc.subject alternative conception en
dc.subject conceptual change en
dc.subject electric potential and energy en
dc.subject , electricity and magnetism en
dc.subject electromagnetic induction en
dc.subject conceptual knowledge en
dc.subject cognitive conflict en
dc.subject cognitive perturbation en
dc.subject simulation en
dc.title Students’ Conceptual Change in Electricity and Magnetism using Simulations: a Comparison of Cognitive Perturbation and Cognitive Conflict en
dc.type Article en


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