Enhancing physics learning with cognitively activating instruction: A quasi-experimental classroom intervention study.

Abstract

Physics educators today face two major challenges: supporting the acquisition of a solid base of conceptual knowledge and reducing the persisting gender gap. In the present quasi-experimental study, we investigated the potential of physics instruction that is enriched with evidence-based cognitively activating methods, such as inventing with contrasting cases or metacognitive questions, to overcome both of these challenges. Four physics teachers in charge of two parallel classes each applied our cognitively activating instruction in one of their classes (CogAct classes). The other classes received regular physics lessons (regular classes) on the same content. The sample consisted of 172 individuals from the advanced track of Swiss secondary school. Controlling for several individual student variables, CogAct classes (N = 87) outperformed regular classes (N = 85) in conceptual understanding at posttest (p < .01, β = 0.19, 95% CI [0.07, 0.32]) and three months later (p < .05, β = 0.13, 95% CI [0.00, 0.26]). The CogAct classes’ advantage in conceptual understanding was not at the expense of their quantitative problem-solving performance, which even exceeded the quantitative problem-solving performance of the regular classes at posttest (p < .05, β = 0.14, 95% CI [0.00, 0.28]). In addition, female students with above-average intelligence (PR >75) particularly benefited from CogAct instruction, as indicated by descriptive statistics and the interaction between intelligence and condition in the group of the female students for posttest conceptual understanding (p < .05, β = 0.88, 95% CI [0.06, 1.69]). We conclude that teachers can successfully be supported in implementing cognitively activating methods that improve their students’ conceptual understanding and reduce the gender gap in physics.

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

“…Empirical studies have identified teachers' perceived time constraints as obstacles that hindered their decision to enact CAS (e.g., Newman et al, 2004;Murphy et al, 2007;Wang, 2011;Chichekian and Shore, 2016). A recent study by Hofer et al (2018), which was designed to enhance students' conceptual understanding of physics with the use of CAS, highlighted the necessity of devoting adequate time to actively involve students in the process of knowledge construction. Drawing from Ajzen's Theory of Planned Behavior -a theory that describes the links between a person's beliefs about him-or herself, the external conditions that may facilitate certain behavior, the usefulness of this behavior, and the ease of this behavior (Ajzen, 1991) -we argue that perceived time constraints represent facilitating conditions that may directly or indirectly determine teachers' intentions to implement CAS and their actual use of CAS in science classrooms.…”

I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science

“…Empirical studies have identified teachers’ perceived time constraints as obstacles that hindered their decision to enact CAS (e.g., Newman et al, 2004; Murphy et al, 2007; Wang, 2011; Chichekian and Shore, 2016). A recent study by Hofer et al (2018), which was designed to enhance students’ conceptual understanding of physics with the use of CAS, highlighted the necessity of devoting adequate time to actively involve students in the process of knowledge construction. Drawing from Ajzen’s Theory of Planned Behavior – a theory that describes the links between a person’s beliefs about him- or herself, the external conditions that may facilitate certain behavior, the usefulness of this behavior, and the ease of this behavior (Ajzen, 1991) – we argue that perceived time constraints represent facilitating conditions that may directly or indirectly determine teachers’ intentions to implement CAS and their actual use of CAS in science classrooms.…”

Concept Mapping in Magnetism and Electrostatics: Core Concepts and Development over Time

“…The instruction material made use of inquiry-based cognitively activating methods [40]. Physics instruction still follows rather traditional procedures despite ample evidence that it often is inefficient for instance in lifting students' prior conceptions.…”