Model Based Instruction Achievement And Students Attitude To Physics
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Instruction Strategies, Students Achievement and Attitude to Physics
Author: Augustine Okoronka
language: en
Publisher: LAP Lambert Academic Publishing
Release Date: 2012
The effects of expert model based instructional strategies of analogy, concept mapping and problem solving on achievement in and attitude to physics were investigated. In addition, the influence of such moderating variables as cognitive style (analytical and non- analytical)and quantitative ability were equally examined. The results of the study indicated that model based strategies improved performance irrespective of learners styles but were most effective for non-analytical students who naturally do not like physics. On the other hand, these strategies did not change the attitude of learners towards physics for the better. Quantitative ability of learners was also not found to have significant effect on achievement and attitude. The implications of these findings on the teaching of difficult concepts in physics such as waves were discussed and recommendations made accordingly.
Model-Based Instruction, Achievement and Students Attitude to Physics
Author: Augustine Okoronka
language: en
Publisher: LAP Lambert Academic Publishing
Release Date: 2014-01
This book is a product of research which applied three experts' instructional models of analogy, problem solving and concept mapping in teaching secondary school physics students in Lagos, Nigeria. Also, the quantitative ability and cognitive styles of the students were considered. The wave concept was selected due to its difficult nature arising from the fact that it operates as a function of two variables (position and time) unlike other concepts at this level. Over ten different models (analogies, authentic problems, riddles and metaphors) generated by the author were applied. The results proved model based instructional strategies of analogy, problem solving and concept mapping to have the potency to improve achievement in physics. It also has implication for consideration of the cognitive styles of learners while designing instruction. However, there were no significant effects produced by these instructional models on students' attitude to physics when taken singly. The implications of these results are exhaustively discussed with regards to physics curriculum planning, implementation, evaluation and textbook writing so as to improve achievement and attitude to physics.
Proceedings of the International Conference on Mathematics and Science Education (ICoMSE 2023)
This is an open access book. We are happy to welcome you to the 7th International Conference on Mathematics and Science Education (ICoMSE) 2023 at the Department of Science Education, Universitas Negeri Malang, Malang, East Java, Indonesia, August 14–15th, 2023. It is a privilege to play host to the world’s foremost experts in the fields of chemistry, biology, physics, mathematics, and science education at this important conference on Science and Mathematics education. Our knowledge of how and why students learn science (chemistry, biology, physics) and mathematics and what can be done to improve science and mathematics education is expanded by studies of these subjects’ pedagogy. We in the field of chemistry, biology, physics and mathematics education research are interested in what influences, aid or hinder students’ ability to learn the subject. We investigate various classroom settings, emerging methods for incorporating technology into chemistry, biology, physics and mathematics education, and the interplay between chemistry, biology, physics and mathematics, society, and other scientific fields. We are always working to improve our methods of preparing chemistry, biology, physics and mathematics teachers and providing ongoing support for their professional growth as we search for factors that increase student interest in the subject. We also consider the potential impact of recent developments in pedagogy and technology in the field of chemistry, biology, physics and mathematics education on ongoing investigations. We, therefore, chose the theme of the conference: “Science and Mathematics Education Research for Sustainable Development” The global situation following the ongoing post-COVID-19 pandemic and the difficulties faced by chemistry, biology, physics and mathematics education inspired this theme. In the midst of a global post-pandemic, this highlights the urgency of investing in quality education. The 4th goal of the United Nations’ Sustainable Development Agenda is: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG-4) The field of chemistry, biology, physics and mathematics education has not been immune to these changes, but recent studies have yielded useful strategies for adapting to them. Researchers in chemistry, biology, physics, and mathematics education are encouraged to review the topics covered at the ICOMSE 2023 conference, submit abstracts, and attend the event. We hope to see you in Malang, East Java, Indonesia. Enjoy the conference!