Yıl 2018, Cilt 4, Sayı 11, Sayfalar 199 - 204 2018-08-27

UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH

Itumeleng Phage [1]

8 29

Undergraduate students’ understanding of physics concepts plays a significant role in the students’ interest in the subject and its content. Kinematics as an introductory concept at first year level can be used to stimulate and develop students’ interest in the subject. Undergraduate will have more ambition to pursue careers in physics or to be competent in the subject knowledge in their different study fields. The study was conducted with 1st year B. Ed (SP and FET) Natural Science specialization students at Central University of Technology, Free State (CUT) in Bloemfontein. The study investigated how blended learning enhance 1st year physics students teachers’ conceptual understanding of 1-D Kinematics. Physics Education Research (PER) groups emphasized the significance of "active engagement" of students with the concepts to be fully comprehended or known. An open-ended question paper on kinematics from high school exam was administered as a pre-test to introductory physics students. The results showed that more than 70 % of the students could not remember and or recall what they did in high school. A mixed feeling of opinions was obtained and somehow majority of them were even discouraged from this research pre-test and wanted to drop out if that’s what is expected of them at university. The researcher had to allay their fears and they were put into an intervention programme through blended learning to gain their self-confidence. A follow-up questionnaire was administered to them and the results indicated an improved performance and competence of over 85% due to understanding the concept than learning to pass. 

kinematics, subject knowledge, conceptual understanding, blended learning, Physics Education Research
  • Basson, I. 2002. Physics and mathematics as interrelated fields of thought development using acceleration as an example. International journal of mathematical education in science and technology, 33(5):679-690 Beichner, R.J. 1994. Testing student interpretation of kinematics graphs. American journal of physics, 62(8):750-762. Berman, K. and Netshia, S., 2018. Enlivening pedagogical methods in the classroom through visual arts. Scholarship of Teaching and Learning in the South, v. 2, n. 1, pp. 4-20. http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=26 Accessed 14 December 2017. Bonk, C.J. and Graham, C.R., 2012. The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons. Bullen, P. and Russell, M., 2007. A blended learning approach to teaching first year engineering degree students. In International Conference on Engineering Education-ICEE, Portugal. Chew, C. and Wee, L.K., 2015. Use of Blended Approach in the Learning of Electromagnetic Induction. arXiv preprint arXiv:1501.01527. Dziuban, C.D., Hartman, J.L., and Moskal, P.D., 2004. Blended Learning. EDUCAUSE Center for Analysis and Research (ECAR), pp. 1-44. Friel, S.N., Curcio, F.R. & Bright, G.W. 2001. Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for research in mathematics education: 124-158. Idaho Digital Learning, 2014. 6 Models of Blended Learning [WWW Document]. 6 Models of Blended Learning. URL www.idahodigitallearning.com Accessed 20 August 2017 Laws, P.W., 1991. The role of computers in introductory Physics Courses. Computers in Physics, 5(5), pp.552-552. Lima, R.M., Andersson, P.H. and Saalman, E., 2017. Active Learning in Engineering Education: a (re)introduction. European Journal of Engineering Education, 42:1, pp. 1-4. López-Pérez, M.V., Pérez-López, M.C. & Rodríguez-Ariza, L. 2011, Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56: 3, pp. 818-826. Lorain, P., 2009. Teaching that emphasizes active engagement. Improving learning for middle school students. http://www.nea.org/tools/16708.htm#t Accessed 25 April 2018 McDermott, L.C. & Redish, E.F. 1999, "Resource letter: PER-1: Physics education research", American Journal of Physics. 67: 755. Phage, I.B., 2015. An analysis of students’ knowledge of graphs in mathematics and kinematics. Dissertations & Theses, North-West University Library, Potchefstroom Campus, 2015. Phage, I.B., Lemmer M., & Hitge, M., 2017. Probing factors influencing students’ graph comprehension regarding four operations in kinematics graphs. African Journal of Research in Mathematics, Science and Technology Education, 21(2): 200 – 210. Rahman, A., 2017. A blended learning approach to teach fluid mechanics in engineering. European Journal of Engineering Education, 42(3), pp.252-259. Reeves, T.C., Herrington, J. and Oliver, R., 2002. Authentic activities and online learning. HERDASA, pp. 562-567. Singh, H., 2003. Building effective blended learning programs. Educational Technology-Saddle Brook Then Englewood Cliffs NJ-, 43(6), pp.51-54. https://www.uwc.ac.za/elearning/News/Pages/Physics-team-creates-a-blended-learning-environment.aspx Accessed 10 May 2018
Birincil Dil en
Konular Sosyal ve Beşeri Bilimler
Dergi Bölümü Makaleler
Yazarlar

Yazar: Itumeleng Phage
Ülke: South Africa


Bibtex @araştırma makalesi { ijaedu455623, journal = {International E-Journal of Advances in Education}, issn = {}, eissn = {2411-1821}, address = {OCERINT International Organization Center of Academic Research}, year = {2018}, volume = {4}, pages = {199 - 204}, doi = {10.18768/ijaedu.455623}, title = {UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH}, key = {cite}, author = {Phage, Itumeleng} }
APA Phage, I . (2018). UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH. International E-Journal of Advances in Education, 4 (11), 199-204. DOI: 10.18768/ijaedu.455623
MLA Phage, I . "UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH". International E-Journal of Advances in Education 4 (2018): 199-204 <http://ijaedu.ocerintjournals.org/issue/38944/455623>
Chicago Phage, I . "UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH". International E-Journal of Advances in Education 4 (2018): 199-204
RIS TY - JOUR T1 - UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH AU - Itumeleng Phage Y1 - 2018 PY - 2018 N1 - doi: 10.18768/ijaedu.455623 DO - 10.18768/ijaedu.455623 T2 - International E-Journal of Advances in Education JF - Journal JO - JOR SP - 199 EP - 204 VL - 4 IS - 11 SN - -2411-1821 M3 - doi: 10.18768/ijaedu.455623 UR - http://dx.doi.org/10.18768/ijaedu.455623 Y2 - 2018 ER -
EndNote %0 International E-Journal of Advances in Education UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH %A Itumeleng Phage %T UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH %D 2018 %J International E-Journal of Advances in Education %P -2411-1821 %V 4 %N 11 %R doi: 10.18768/ijaedu.455623 %U 10.18768/ijaedu.455623
ISNAD Phage, Itumeleng . "UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH". International E-Journal of Advances in Education 4 / 11 (Ağustos 2018): 199-204. http://dx.doi.org/10.18768/ijaedu.455623