Interactive engagement models in pre-services science teacher understanding of mecahnics
Loading...
Authors
Kriek, Jeanne
khwanda, M.N.
Basson, Ilsa
Issue Date
2010
Type
Presentation
Language
en
Keywords
Interactive-engagement , Whole Class Discussion , Computer Simulation , epistemological beliefs , physics education , teacher training , conceptual understanding
Alternative Title
Abstract
The study was conducted to first year pre-service physics teachers at the Central University of Technology, Free State. The pilot Force Concept Inventory tests results conducted in 2007 indicated that students did not master Newtonian mechanics from high school. The Physics Education Research community internationally, suggested the use of interactive engagement models to bridge the students’ conceptual gap in Newtonian mechanics. It is against this background that this study was conducted to explore the impact of interactive engagement models, Whole Class Discussions and Computer simulations on the students’ conceptual understanding of Newtonian mechanics. The findings of this study suggest that the interactive engagement models used had a positive impact on students’ conceptual understanding of Newtonian mechanics. The findings imply that using more than one interactive engagement models of instruction can have a greater chance of enhancing students’ conceptual understanding of Newtonian mechanics.
Description
Citation
Khwanda, M, Kriek, J and Basson, I (2010). Interactive engagement models in pre-service science teacher understanding of mechanics. In the Proceedings of ISTE 2010 International conference on Mathematics, Science and Technology Education. Kruger Park, 18 – 21 October 2010 ISBN 978-1-86888-666-1)p 171 - 190