The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter

Abstract

E-learning strategies for the teaching unit Structure and States of Matter were developed. Students' achievements and the percentages of misconceptions were compared between experimental groups taught using web-based learning material (WBLM) used as homework after conventional teaching at school (EG1), and at school settings (EG2) with the control group (CG) taught with the teacher-centred approach. The results indicated that WBLM has potential in teaching since EG1 and EG2 students had higher achievements than CG students did on tests of knowledge. Appropriate statistical procedures were used to control the effects of students' verbal and nonverbal intelligence, as well as their prior knowledge regarding the Particulate Nature of Matter. Certain misconceptions were also revealed in all groups of students, mostly related to transferring macroscopic properties to submicroscopic particles.

Effectiveness of particulate nature of matter (PNM)-based intervention studies in improving academic performance: a meta-analysis study

“…Nine of the papers had several experimental groups (Williamson, 1992;Kaya, 2005;Doymuset al, 2009;Çavdar, 2016;Çavdar et al, 2016;Okumuset al, 2017;Nuic and Glaz ˇar, 2020;Ozyalcin, 2020), where the same teaching design was implemented at different cohorts or different schools at rural and downtown locations. In that case, the authors inserted their statistical values (e.g., mean, standard deviation, and sample size for the experimental and control groups) into comprehensive meta-analysis (CMA) statistics software and exploited the 'subgroups within the study' option to calculate combined effect-sizes (by using the study as the unit of analysis) given the type of intervention.…”

“…For example, the studies with undergraduate students (university level) generally preferred using an open-ended questionnaire (e.g., Williamson, 1992;Doymuset al, 2009;Çavdar et al, 2016;Okumuset al, 2017). Interestingly, the studies with K-8 and high school students mostly used multiple-choice questions to assess the students' conceptual understanding and achievement levels of the PNM (e.g., Bunce and Gabel, 2002;O ¨zmen, 2011;Barthlow and Watson, 2014;Nuic and Glaz ˇar, 2020; Erog ˘lu and Bektas -, 2022) (see Table S3 in the ESI †). That is, students, who respond to multiple-choice questions by marking one of the offered choices, may have easily reflected their PNM-based academic performance.…”

Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning

“…Pitjeng-Mosabala and Rollnick (2018) argued that such teachers lack content knowledge and/ or pedagogical content knowledge to effectively teach the particulate nature of matter -a concept underpinning TSM. TSM refers to gas, liquid, and solid states as a result of thermal and electrostatic forces between and in molecules (Kapoor, 2019;Nuić and Glažar, 2020). According to Sebatana and Dudu (2022), TSM is a fundamental concept in science as a whole and in chemistry in particular.…”

AR Module for Learning Changes of Matter in Chemistry

“…Furthermore, a study by [1], described that majority of students before its study intervention held the notion that no vacuum exists between particles in the three states of matter. Some students also described that all solid substances have a fixed shape that does not change and an object like a sponge is not a solid [23]. That is to say, students encounter difficulty largely due to the abstractness of the microscopic reality which becomes difficult for them to visualize.…”