Magnetism Teaching Sequences Based on an Inductive Approach for First-Year Thai University Science Students

Narjaikaew, Pattawan; Emarat, Narumon; Arayathanitkul, Kwan; Cowie, Bronwen

doi:10.1007/s10763-009-9191-x

Cited by 11 publications

(6 citation statements)

References 39 publications

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“…One way to achieve active learning in lectures is by using worksheets, which can be utilised in a range of ways. They are low cost teaching tools, versatile, and relatively easy to implement (Leslie-Pelecky 2000, Narjaikaew et al 2010, Yang and Withiam 2010, Bridgeman 2012). However, lecturers usually write worksheets on their own with no support and minimal educational research insights (Kanim 2001).…”

Section: Introductionmentioning

confidence: 99%

Developing specialized guided worksheets for active learning in physics lectures

et al. 2016

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As universities attempt to integrate active learning into their lectures, a range of strategies is emerging. Amongst the strategies is pre-prepared worksheets which students work through, facilitated by the lecturer. Despite the fact that worksheets have not yet been the subject of much research activity, there are instances of their use. Once such instance is by a pair of physics lecturers at Mahidol University, Thailand. The worksheets, called guided worksheets as they provide structure for students to take notes as the content in the lectures progresses, are prepared by the lecturers and have been in use since 2004. Evaluations showed that the guided worksheets met their intent but there were issues around certain topics which students found challenging. Concerted effort lead to the development of research based specialized guided worksheets for those topics that had issues. These specialized guided worksheets requiring substantially more interactions and student problem solving in line with active learning strategies, have been in use since 2012. This paper aims to describe the design of the specialized guided worksheets for the topic of electric field, and its evaluation. Pre- and post-tests were implemented over 2 years. The first was with guided worksheets with 260 students in 2011, and the second included specialized guided worksheets with 163 students in 2012. Gains on student understanding were higher in 2012 and students who were interviewed indicated that they found the specialized guided worksheets helpful for learning. The results indicate that the specialized guided worksheets made a difference in topics that students find challenging.

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Section: Introductionmentioning

confidence: 99%

Developing specialized guided worksheets for active learning in physics lectures

et al. 2016

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“…Los otros cuatro estudios presentaron análisis de las dificultades que ENSEÑANZA DE LAS CIENCIAS, NÚM. 36.2 (2018): tienen los estudiantes al realizar solo algunos ítems del test (Meltzer, 2007;Saarelainen et al, 2007;Narjaikaew et al, 2010;Leppävirta, 2012).…”

Section: Revisión De La Literaturaunclassified

La prueba conceptual de electricidad y magnetismo: análisis de confiabilidad y estudio de las dificultades más frecuentes

2018

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RESUMEN • La pruebaThe Conceptual Survey of Electricity and Magnetism (CSEM) ha sido ampliamente utilizada en el área de la educación de la física. Sin embargo, hasta la fecha no existe un estudio que presente el test en su versión en español. Este artículo tiene tres objetivos generales: 1) presentar el CSEM en su versión en español y analizar la confiabilidad y poder discriminatorio de este, 2) realizar un análisis detallado de las dificultades más frecuentes de los estudiantes en los conceptos evaluados en el test y 3) establecer recomendaciones para la investigación e instrucción de estos conceptos. El test fue implementado a 310 estudiantes que terminaban el curso Electricidad y Magnetismo de una universidad mexicana. El test en su versión en español, que presentamos en el proyecto Physport (physport.org), los análisis y las recomendaciones para la instrucción pueden ser utilizados por investigadores o por profesores de física de países hispanohablantes. PALABRAS CLAVE: electricidad; magnetismo; entendimiento conceptual; instrumento de opciones múltiples; análisis de confiabilidad. ABSTRACT • The Conceptual Survey of Electricity and Magnetism (CSEM) has been widely used in the field of physics education. However, to date, no study presents a version of the test in Spanish. This article has three general objectives: 1) to present the CSEM in Spanish and analyze its reliability and discriminatory power, 2) to perform a detailed analysis of the most frequent difficulties of the students in the concepts evaluated in the test, and 3) to establish recommendations for research and instruction of these concepts. The test was implemented to 310 students who finished an Electricity and Magnetism course in a Mexican university. Researchers or physics professors from Spanish-speaking countries may use the test in Spanish that we present in the PhysPort project (physport.org); and the analysis and recommendations for instruction in this study.

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“…Model ini dapat memproses informasi, pembentukan konsep, interpretasi data, dan penerapan dari prinsip-prinsip fi sika (Sejpal, 2013). Model inductive thinking unggul dalam hal student-centered, problem solving (Narjaikaew, Emarat, Arayathantikul, & Cowie, 2010), dan menumbuhkan minat (Renninger, 2009). Selain itu, model inductive thinking dapat meningkatkan kemampuan berpikir kritis dan kreatif (Kurniawan & Siswanto, 2012), level konsep yang dimiliki siswa akan meningkat (Joyce, Weil, & Calhoun, 2003, p. 30), dan dapat digunakan untuk berbagai macam materi fi sika tanpa memperhatikan level kemampuan siswa.…”

Section: Pendahuluanunclassified

“…Berdasarkan analisis effect size diperoleh nilai Cohen's f sebesar 0,115 dengan interpretasi medium effect size terhadap kemampuan penalaran ilmiah, artinya perangkat pembelajaran model inductive thinking memberikan pengaruh yang cukup besar terhadap peningkatan kemampuan penalaran ilmiah. Inductive thinking dapat digunakan dalam pembelajaran untuk meningkatkan kemampuan berpikir siswa yakni bernalar secara ilmiah (Kurniawan & Siswanto, 2012;Narjaikaew et al, 2010). Model inductive thinking menekankan pada proses informasi dimana siswa diajak untuk mengoptimalkan kapasitas berpikirnya dengan cara mencari hubungan-hubungan antara variabel yang teridentifi kasi.…”

Section: Gambar 1 Ringkasan Hasil Penerapan Model Pengembangan 4dunclassified

Developing Inductive Thinking Kit to Improve Representation Data and Scientific Reasoning Skills

Guntara

Wilujeng

2018

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This study was aimed at producing and examining the effectiveness of physics learning kit of inductive thinking model which is reasonably to increase students’ data representations and scientific reasoning skills. This research uses R&D methods with 4D models that consists of define (need analysis of learning), design (designing the product draft), develop (expert appraisal, product field testing, and product revising), and disseminate (disseminating final product). The physics learning kit of inductive thinking model which is developed consists of syllabus, lesson plan, handout, worksheet and skills assessment sheet. The data were analyzed using the descriptive statistics, N-Gain analysis, multivariate test statistic Hotelling’s T2 and effect size analysis. The result of this research produced the physics learning kits of inductive thinking model which is reasonably used to increase students’ data representations and scientific reasoning skills with very good category based on experts, teachers and response of students. The learning kit is effective to increase students’ data representations and scientific reasoning skills significantly by effect size analysis with f = 0.180 for data representations skills and f = 0.115 for scientific reasoning skills.PENGEMBANGAN PERANGKAT INDUCTIVE THINKING UNTUK PENINGKATAN KEMAMPUAN REPRESENTASI DATA DAN PENALARAN ILMIAHAbstrakPenelitian ini bertujuan untuk menghasilkan dan menguji efektivitas perangkat pembelajaran fisika model inductive thinking yang layak dalam meningkatkan kemampuan representasi data dan penalaran ilmiah siswa SMA. Penelitian menggunakan metode R&D dengan model 4D yang meliputi tahap define (analisis kebutuhan pembelajaran), design (perancangan draf produk), develop (penilaian ahli dan guru, uji coba produk, revisi produk), dan disseminate (penyebarluasan produk akhir). Produk perangkat pembelajaran fisika model inductive thinking yang dikembangkan ini terdiri dari silabus, RPP, handout, LKS dan lembar penilaian kemampuan. Teknik analisis data menggunakan statistik deskriptif, analisis N-Gain, uji statistik multivariat Hotelling’s T2 dan analisis effect size. Hasil penelitian menunjukkan bahwa perangkat pembelajaran fisika model inductive thinking layak digunakan dalam pembelajaran dengan kategori sangat baik berdasarkan penilaian ahli, guru, dan respons siswa. Perangkat yang dikembangkan efektif dalam meningkatkan kemampuan representasi data dan penalaran ilmiah berdasarkan analisis effect size dengan nilai f=0,180 terhadap kemampuan representasi data dan f=0,115 terhadap kemampuan penalaran ilmiah.

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Magnetism Teaching Sequences Based on an Inductive Approach for First-Year Thai University Science Students

Cited by 11 publications

References 39 publications

Developing specialized guided worksheets for active learning in physics lectures

Developing specialized guided worksheets for active learning in physics lectures

La prueba conceptual de electricidad y magnetismo: análisis de confiabilidad y estudio de las dificultades más frecuentes

Developing Inductive Thinking Kit to Improve Representation Data and Scientific Reasoning Skills

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