Design and Evaluation of Demonstration Tools for Newton’s Law of Motion

Abstract

In the absence of readily available teaching resources and laboratories, science teachers are often challenged to improvise instructional tools and materials. This study is aimed to design and evaluate indigenous toy carts intended for teaching Newton’s Law of Motion. Fifteen science teachers from two public high schools were asked to evaluate the developed indigenous toy carts using an evaluation form. A randomly selected intact class of Grade 8 students was also asked to perform a physics activity using the instructional tools developed by the researchers and evaluate the experience using an adopted Intrinsic Motivation Inventory. The demonstration tools were rated at most as acceptable by science teachers on constructional appearance and economy; ease of construction and scientific rigor and usability. Majority of the Grade 8 students found the activity with the indigenous carts interesting and enjoyable. It is recommended that science teachers be given more training and workshops on instructional tools and materials development to enhance the science experience of students.