Abstract
The five stage cycle model is an interactive flash platform that proposes a challenging scenario with associated questions about light wave features and correlations. As the students navigate from stage to stage, they are able to access some related resources and engage in small group discussions. The students are able to revisit their responses and revise them as they move from one stage to the next. Results from this study reveal that the five stage cycle, designed as a computer-based tutorial, can facilitate students’ learning of physics; however, most students cannot construct a useful knowledge structure to overcome the challenging scenario they encounter.
Highlights
The five stage cycle model is an interactive flash platform that proposes a challenging scenario with associated questions about light wave features and correlations
Results from this study reveal that the five stage cycle, designed as a computer-based tutorial, can facilitate students’ learning of physics; most students cannot construct a useful knowledge structure to overcome the challenging scenario they encounter
The intervention encompassed the principles of Problem-Based Learning (PBL) using a five stage model presented as a computer based tutorial (Fig. 1)
Summary
Scientific literature shows that students always have deficits in scientific understanding. While different factors may cause these misconceptions, forming a mental structure that will be associated with a physics concept is itself complicated in nature. At Tufts University, physics education researchers posited that coherent conceptual frameworks do not always result from traditional instruction. Students need to engage effectively in constructing cognitive images (qualitative models) that help them to discriminate between and associate different concepts (McDermott, 1997). The researcher suggests a five stage instructional model The effectiveness of this model will be determined by first assessing students’ levels of comprehension of four light-wave concepts (wavelength, amplitude, frequency, and intensity) as a result of prior teaching , analyzing their conceptual progression at different stages of the model based on students’ abilities to discuss the concepts coherently
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