Abstract
To assess effectively the influence of peer discussion in understandingconcepts, and to evaluate if the conceptual understanding through Interactive Lecture Demonstrations (ILD) and collaborative learning can be translated to actual situations, ten (10) questions on human and carts in motion were presented to 151 university students comprising mostly of science majors but of different year levels. Individual and group predictions were conducted to assess the students’ pre-conceptual understanding of motion graphs. During the ILD, real-time motion graphs were obtained and analysed after each demonstration and an assessment that integrates the ten situations into two scenarios was given to evaluate the conceptual understanding of the students. Collaborative learning produced a positive effect on the prediction scores of the students and the ILD with real-time measurement allowed the students to validate their prediction. However, when the given situations were incorporated to create a scenario, it posted a challenge to the students. The results of this activity identified the area where additional instruction and emphasis is necessary.
Highlights
Lecture is more often than not the most common method in teaching introductory physics
Traditional physics instruction tends to lead students to focus more on the mathematical aspects of physics rather than on deeper conceptual understanding. It fails to provide an active learning experience, which is essential to student learning
Various studies conducted by Thornton and Sokoloff have shown that Interactive Lecture Demonstrations (ILD) enhance conceptual learning by motivating students to generate their own predictions and collaborate with their peers by explaining their predictions (Thornton & Sokoloff, 1990, 1997, 1998, 2004)
Summary
Lecture is more often than not the most common method in teaching introductory physics. Various studies conducted by Thornton and Sokoloff have shown that ILDs enhance conceptual learning by motivating students to generate their own predictions and collaborate with their peers by explaining their predictions (Thornton & Sokoloff, 1990, 1997, 1998, 2004). This engages the students to be more involved in their learning and helps them address their own misconceptions. This study aims (1) to assess effectively the influence of peer discussion in understanding concepts presented in Interactive Lecture Demonstrations (ILD) and (2) to evaluate if the conceptual understanding through ILDs and collaborative learning can be translated to actual situations such as in human and objects in motion
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