The impact of interactive-engagement models in the teaching and learning of physics to first year education students
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Authors
Khwanda, Mphiriseni Norman
Issue Date
2009-07
Type
Dissertation
Language
en
Keywords
Epistemological beliefs , Computer simulations , Conceptual understanding , Teachers training , Whole class discussion , Physics education , Interactive-engagement
Alternative Title
Abstract
The aim of this study was firstly to evaluate the impact of two interactive-engagement
models of instruction, namely Whole Class Discussions (WCD) and Computer Simulations
(CS) on first year physics student-teachers’ conceptual understanding of Newtonian
mechanics, and on their epistemological beliefs about physics. The force concept
inventory was used to evaluate the impact on conceptual understanding while the
Epistemological Beliefs About Physical Science questionnaire was used to evaluate the
impact on their epistemological beliefs. The findings suggest that interactive engagement
models had a positive impact on students’ conceptual understanding of Newtonian
mechanics, and on their epistemological beliefs about physics. The study also contributed
WCD and CS activities that can be used or adapted with an aim of enhancing conceptual
understanding in physics. The study did not show any direct relationship between
students’ conceptual understanding of Newtonian mechanics and their epistemological
beliefs about physics.
Key words:
Interactive-engagement, Whole Class Discussion, Computer Simulations, epistemological beliefs about physics.
Description
Citation
Khwanda, Mphiriseni Norman (2009) The impact of interactive-engagement models in the teaching and learning of physics to first year education students, University of South Africa, Pretoria, <http://hdl.handle.net/10500/2673>