Abstract
In decades Peer Instruction (PI) has been confirmed that it can improve students' conceptual understanding. Anyway the main problem for using PI is an audience responding system which required for gathering students' answer, to enhance learning process of PI instead of using Clickers which cost about 40 USD per item. In this work we decided to use Plickers: the free application in smartphones. The purpose of this research is to develop the students' conceptual understanding in work and energy by using PI strategy. The sample for this study came from the different academic year at Ubon Ratchathani University, Thailand. There were 50 first year chemistry students who have enrolled in introductory physics course in academic year of 2016 and 119 first year engineering students who have enrolled in introductory physics course in academic year of 2017. The pre-posted test was the conceptual understanding test in work and energy there were 6 items with 4 choices. The items were a part of the Multiple-choice Test of Energy and Momentum Concepts developed by Chandralekha Singh and David Rosengrant. The pre-posted score had escalated about 13% (chemistry students) and 25% (engineering students). Furthermore both groups of students also had a positive attitude to teaching and learning physics with PI and Plickers approach.
Highlights
Understanding the scientific concept of work and energy: From the analysis on the average scores of the entire class, it was found that the scores increase from 31.3% to 46.3% for chemistry students and 28.3% to 53.3% for engineering students
The scores were lower than 50% and slightly higher than 50% for chemistry students and engineering students
The result from chemistry students was different from the research of Chandralekha Singh [16] conducting the Peer Instruction (PI) learning management and finding that learning progress was in the medium gain ( = 0.55)
Summary
Technological advancement enhances the class management during the discussion to be more effective changing from oral answering, hand raising, sign board answering or writing the answers on the paper. It is the classroom response system which can collect data, display results, give feedback, and evaluate learners at the same time [5]. Such system is widely used in leading universities of the world, for example, the University of Edinburgh, Harvard University, etc. The learning management model applying the classroom response system introduced at earlier stage as the PI learning management is still ineffective [7]
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