Öz
Kaynakça
- 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
UNDERGRADUATE PHYSICS STUDENTS’ CONCEPTUAL UNDERSTANDING IN THE LEARNING OF KINEMATICS USING A BLENDED APPROACH
Öz
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.
Anahtar Kelimeler
kinematics subject knowledge conceptual understanding blended learning Physics Education Research
Kaynakça
- 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
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Ağustos 2018 |
| Gönderilme Tarihi | 3 Haziran 2018 |
| Yayımlandığı Sayı | Yıl 2018Cilt: 4 Sayı: 11 |
Cited By
Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study
European Journal of Science and Mathematics Education
https://doi.org/10.30935/scimath/13038
Published and Sponsored by OCERINT International © 2015 - 2023
Contact: ijaedujournal@hotmail.com
International E-Journal of Advances in Education by IJAEDU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at http://ijaedu.ocerintjournals.org