Lesson Exemplars in Electricity and Students’ Epistemological Beliefs

Abstract

The study evaluated the effects of a developed lesson exemplars in electricity integrating computer simulations and constructivist approach on students' Epistemological Beliefs. Specifically, it sought to determine how computer simulations, constructivist approach and Formative Assessment Classroom Technique (FACT) can be integrated with the lesson exemplars in electricity; and evaluate the effects of the developed lesson exemplars in the students’ Epistemological Beliefs. The investigation employed the pre-experimental single-group pretest and posttest study using the Epistemological Beliefs Assessment in Physical Sciences (EBAPS) questionnaire. The study was conducted among seventy-two (72) Grade 10 students of a laboratory high school from a state university in the Philippines. They were taught using Physics Educational Technology (PhET) and other web-based simulations, constructivist approach, and formative assessment classroom technique. The results revealed that the over-all Epistemological Beliefs of the students did not change significantly; only along Nature of Knowing and Learning and Real-Life Applicability. Generally, utilizing computer simulations and applying constructivist approach did not alter students' epistemological beliefs in its entirety. However, it can be engaging and effective in promoting students’ understanding of Physics.