Understanding Of Electricity Concepts Research Articles

Effects of Analogical Learning Approaches and Presentation Modalities on Ninth Graders’ Learning Outcome and Eye Movements: a Preliminary Study

This study analyzed the impact of different analogical learning approaches (analogies or metaphors) integrated with different presentation modalities (pictures or texts) on middle school students’ learning performance of electricity with supporting evidence from their eye movement behaviors. Eighty ninth-grade middle school students were randomly assigned into four groups to receive four different versions of an online electricity learning program, including pictorial analogies, textual analogies, pictorial metaphors, and textual metaphors. Data regarding students’ eye movement behaviors were collected simultaneously during their online learning. All the students took a pre-test, post-test, and retention test covering their comprehension of electricity concepts. Our results revealed that the analogy group provided more mapping and integration behaviors between the analog and target concepts about electricity, resulting in gaining better performance than the metaphor group. Additionally, students receiving pictorial modality generated more mapping and integration behaviors between the analog and target concepts, resulting in a better understanding of electricity concepts than students learning with textual modality. The associated implications for analogical learning approaches and presentation modalities concerning science learning and eye movement behaviors are also discussed in the paper.

The effect of conceptual change text on improving student understanding of electricity concepts and learning motivation

The purpose of this study was to investigate the effect of conceptual change text on improving students' understanding of electricity concepts and learning motivation. A quasi-experimental with pre-test post-test nonequivalent control group design was used in the study. Participant were 142 of 12th-grade students. The experimental group studied electricity concept with conceptual change text and the control group studied it with expository text. Students' understanding of electricity concepts was measured by a conceptual understanding test and students’ learning motivation was measured by a questionnaire. Hypothesis testing is done by the MANOVA. The results showed that: (1) conceptual change text can improve the students’ understanding of electricity concepts and learning motivation at the medium level, (2) there was a significant difference in the improvement of students' understanding of electricity concepts and learning motivation between the experimental group and the control group, (3) there was a significant difference in the improvement of students' understanding of electricity concepts between the experimental group and the control group, (4) there was a significant difference in the improvement of students' learning motivation between the experimental group and the control group. The finding indicates that conceptual change text was an effective tool to improve students’ understanding of electricity concepts and learning motivation.

To guide or not to guide: issues in the sequencing of pedagogical structure in computational model-based learning

This research explores issues related to the sequencing of structure that is provided as pedagogical guidance. A study was conducted that involved grade 10 students in Singapore as they learned concepts about electricity using four NetLogo Investigations of Electricity agent-based models. It was found that the low-to-high structure learning sequences group participants scored significantly higher on the posttest assessments of conceptual and procedural understanding of electricity concepts, whereas the high-to-high structure learning sequences showed no significant changes from pretest to posttest. The implications of these findings are discussed with respect to other research into the sequencing and design of pedagogical structure and guidance in the literature.

Effect of conceptual change instruction on students' understanding of electricity concepts

This study focuses on students' misconceptions regarding static electricity, the effectiveness of conceptual change instruction on students' understanding of static electricity and their attitudes towards physics. Conceptual change and traditional instruction methods were used as teaching methods in the study. The results showed that the students have misconceptions and the experimental group students performed better with respect to the success in eliminating the misconception compared to the control group. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups both before and after teaching. Teaching strategies can be used to determine the misconceptions and enhance students' understanding.