In Search of Student Engagement in High School Physics Through Contextual Teaching M.Ed. Thesis 2012 (original) (raw)
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In Search of Student Engagement in High School Physics Through Contextual Teaching
IHPST Conference Procedings, 2013
This action research study compared student intellectual engagement between two different instructional delivery methods. The first instructional method was a non-contextual teaching approach using a textbook approach to teach the work-energy concepts. The second instructional method was a contextual teaching approach where students built an electric guitar pickup and a simple electric guitar in order to provide a context for the teaching of the electromagnetism. To measure the intellectual engagement of students, data was collected from personal student journals and from questions generated by students following different instructional activities. The student generated questions were categorized and ranked to judge the degree of student intellectual engagement and depth of thought using a framework where numerical values were assigned to the questions. Each question was categorized as peripheral, factual, conceptual, or philosophical where the peripheral questions had the lowest intellectual ranking and the philosophical questions had the highest intellectual ranking. Data was also collected from student journals. The research revealed that students were more intellectually engaged and exhibited much more positive attitudes during the contextual lessons. The questions generated by students during the contextual lessons were of the higher order types while the questions generated during the non-contextual lessons were predominantly of the lowest order peripheral type.
Revista de Psicodidactica / Journal of Psychodidactics, 2014
This study aimed to analyse situational and personal interest in Physics, to establish how both are affected by two instructional strategies (provide opportunities of choice, and make explicit the relevance of contents), and to determine how strategies and interest influenced engagement, disaffection, and performance. Participants were 430 second-year science-technology Baccalaureate students (52.4% girls). Structural equation models corroborated the hypotheses: situational and personal interest were improved by these two instructional strategies. Moreover, both modalities of interest and teaching strategies enhanced academic engagement and performance, protecting students from disaffection. Mediated effects between the assessed variables were also significant.
2009
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.
Students' engagement in learning physics: A subject-specific approach
2017
Most of the existing conceptualizations of students’ engagement explore the role of general engagement. However, if we are interested in understanding the process of learning specific school subjects, this approach is not suitable. The aim of the study was to explore the components of students’ engagement in learning physics and to examine the differences in engagement in physics in respect of several variables: gender, grade, the expected grade in the subject at the end of the school year and the intention to choose physics as an elective subject in the national secondary general education final examination (The Croatian State Matura). The participants were 803 students from the second, third and fourth grade in five general program grammar schools in Croatia. Confirmatory factor analyses confirmed the existence of three distinct, but related components of students' engagement in physics: cognitive, behavioral and emotional engagement, which all show satisfying to high reliabil...
The study investigated the impact of active learning strategies such as constructivist teaching strategies, activity-oriented lessons, asking thought-provoking questions and discovery learning on students' behavioural and cognitive engagement. The study employed a pre-experimental design type of one-group pretest-posttest design. Data were collected using a five-point Likert scale from 25 class IX students. The same Likert scale question with a 5 scale was employed before and after a four-week intervention of active learning strategies. The findings revealed that after the implementation of active learning strategies students' behaviour and cognitive engagement have significantly improved. Students exhibited improved enthusiasm, motivation and active participation in the class consequently leading to higher level of behavioural engagement. Furthermore, students showed an improved willingness to tackle challenging tasks in the class, thereby improving cognitive engagement. By facilitating better student engagement, students participate in challenging tasks and exhibit motivated attitudes during the teaching and learning process. The study is significant in understanding the positive impact of active learning strategies on behavioural and cognitive engagement. The study primarily recommends that teachers in Bhutanese middle secondary schools implement active learning strategies to facilitate student engagement. Active learning strategies, such as activity-oriented lessons, asking thought-provoking questions, and constructivist teaching strategies lead to interactive teaching and learning processes. However, the study was limited to one school and focused on only physics classes, and the sample size was relatively small.
Enhancing Student Engagement in Physics Learning Through Numbered Heads Together
Learning is the interaction of teachers, students, and teaching materials to achieve instructional goals. Thus, student engagement is very important in learning. Results of a preliminary study of the 11 th grade of Ferdy Ferry Putra senior high school (SMA) in Jambi, Indonesia, indicate that the engagement of students in learning physics is very low. One effort to improve the learning conditions is to use cooperative learning with Numbered Heads Together (NHT) type. The purpose of this study is to enhance student engagement in learning physics with the use of cooperative learning with NHT type. This research is classroom action research which lasted for three cycles. The steps of every cycle include planning, action, observation, evaluation, and reflecting. The quantitative data has reached from the student engagement form checklist, discussion form checklist, and teacher observing checklist. The qualitative data has reached from formative evaluation in every end of the cycles. Results of student engagement in learning physics for each cycle I, II and III are 63.31%, 71.59%, and 77.59%, respectively. Meanwhile, the classical completeness at the end of the cycle reached 86.48%. The conclusion of this study is the NHT can increase student engagement in Ferdy Ferry School and can be an alternative solution to solve the problem of student engagement in learning physics.
Investigating the Conceptual Understanding of Physics through an Interactive Lecture- Engagement
Thirty-two pre-service physics teachers were sampled for the study to investigate the effect of interactive lecture engagement on the conceptual understanding of physics students. Pre-test-post-test quasi-experimental design was adopted for the study. Physics Achievement Test (PAT); Interactive Student's Questionnaire (ISQ), and Face-to-Face Interviews (FFI) were used as the research instruments. Data collected were analyzed using a mixed between subjects ANOVA and t-test as statistical tools. Two research questions were raised to guide the study. Findings revealed that there was a significant interaction between the students' scores in the conceptual physics and the teaching method employed. Besides, through the interactive engagement, the students were able to identify some misconceptions in conceptual physics. There was no significant gender difference in performance among the students in the interactive engagement. The study has some implications for stakeholders in education.
Journal of Physics: Conference Series, 2019
This study aims to determine the feasibility (practicality and effectiveness) of contextually based physics teaching materials through guided inquiry learning to improve scientific literacy of grade X students in the first semester of senior high school. This research method uses research and development (R&D), this physics teaching material was tested on high school students in grade X even in the school year with one-group pretest-posstest design. The instruments of data collection used in the study were sheets, practicality test sheets and effectiveness test sheets in the form of student learning outcomes test sheets. The data analysis technique used was the analysis of practicality, and analysis of effectiveness. Based on the data analysis that has been done, it was obtained, the contextual physics teaching material through guided inquiry learning to improve student scientific literacy was very practical which was characterized by the average value of teaching materials according to teacher responses 93,82 and teaching materials according to student responses 81,5. Then, the use of physics teaching materials based on inquiry learning was effectively used in learning to improve students' scientific literacy skills.
An Examination Of Teachers' Instructional Practices Fostering Student's Engagement
Webology, 2021
This qualitative study examined how teachers fostered student engagement during teaching learning process. Teacher Instructional practices inculcates cognitive, affective and psychomotor domains of the students. Purpose of the study is to engage students in their learning process and enable students to perform individual and group assignment and to foster problem solving skills. This study also aims to transform Meta cognitive skills in students. and reshape teacher subject knowledge as well pedagogical content knowledge through self development and self reflection courses. The study will invigorate chemistry teachers to alter traditional teaching practices with learners centered constructivist learning environments. Directorate of Curriculum and Teacher Education This study will help to attract the attention of directorate of education to establish a constructivist environment in school. This study will also help to inform policy makers to add to the existing body of knowledge of how pedagogical decision making will contribute to the kinds of pedagogical instruction in our school context.