A Constructivist Small-Group Learning Intervention in Thermodynamics: Effects on Students’ Conceptual Change and Attitudes

Abstract

A Thermodynamics class of eleven second year college students was exposed to a constructivist learning intervention, which addressed their prior knowledge and engaged them in interactive instructional tasks in cooperative groups of two or three. The study found out the extent of conceptual change attained by the students. It also tested whether the extent of conceptual change was significantly influenced by the students’ attitudes towards constructivism, small-group learning, and physics. Conceptual change, indicated by the replacement of an alternative conception by the correct conception, was measured using a misconception test. The students’ attitudes were determined using a set of questionnaires. Results show that most of the initial alternative conceptions held by the students were changed to scientifically accepted conceptions after the intervention. Their posttest scores were found to be statistically higher than their pretest scores. The concept maps they prepared after the intervention showed the relationships among various Thermodynamic concepts correctly. The students had positive attitudes towards constructivism, small-group learning, and physics. They appreciated the intervention and the meaningful learning experience they had. The students’ attitudes significantly influenced their extent of conceptual change. The constructivist approach has been found to be effective in promoting conceptual change and, thus, it is recommended for use in physics classes. Keywords-Physics Education, Students’ Alternative Conceptions in Thermodynamics, Conceptual Change, Student Attitudes, Constructivism, Small-Group Learning, Descriptive Method, Case Study, Vigan City, Philippines