Physics Education Network of Thailand
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Model of improving students’ conceptual
knowledge of magnetism using active learningBy
Pattawan Narjaikaew
Ph.D. Candidate student of Science and Technology Education program (Physics) Institute for Innovation and Development of Learning Process, Mahidol University, Bangkok, Thailand September 25, 2008
Physics Education Network of Thailand
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The Organization of the Study• Background of the Study
• A Review of the Literature • Research Methodology • Students’ Understanding and
Perceptions of Electricity and Magnetism
• The Principles for the Design of the Electromagnetism Learning Unit
• The Electromagnetism Learning Unit • Implementation and Evaluation of the
Electromagnetism Learning Unit (EMLU) • Conclusion
2
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1. Background of the Study
Teaching science in university level
Lecturing is dominated.
3
Large class is normal.
1. Background of the Study
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1. Background of the Study 4
Context of the Study
This study studies about student understanding in magnetism topics using various learning and teaching activities.
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Purposes of the Study
1. Background of the Study
To investigate students’ conceptual knowledge and misconceptions about magnetism.To explore students’ perceptions of the useful teaching and learning strategies that help them learn in a class.
To create an instructional unit for lecturers to develop student learning processes in magnetism through active learning.
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1. Background of the Study
The Research Questions
6
3. How useful are the various teaching approaches implemented for the first-year university magnetism course?
1. What are the common alternative conceptions about magnetism of first-year university physics students?
2. What teaching and learning approaches do first-year students perceive as helpful to their learning and understanding physics ideas in magnetism?
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2. A Review of the Literature
72. A Review of the Literature
Student conceptions about magnetism.
Teaching approaches examined to help students become actively participate in
teaching/learning activities & to improve students’ understanding.
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2. A Review of the Literature 8
EX: Student Conceptions about magnetic force
The force exerted on each other between the two current-carrying wires/ students think that the larger current wire exerts the larger force.
Force exerted on two current-carrying wires (Maloney et al., 2001)
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2. A Review of the Literature 9
EX: Student Conceptions about magnetic induction
Light bulb glowing (Maloney et al., 2001).
Many students seem to believe that the ‘‘movement’’ is necessary to induce a current. Students might not see that the collapsing loop can change the magnetic flux.
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2. A Review of the Literature 10
Teaching approaches for active learning in lectures
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Teaching strategies for active learning in lectures
to increase students’ attention span + understandingencourage students become actively involve
Note-taking Stories of scienceDiscussionProblem-SolvingFormative AssessmentDemonstration/Visual aidsclarify
important
concept
see the real data and
grow interest
encourage
student
interest
develop student thinking
skill
clarify import
ant concep
t
assess student
understanding
rapidly2. A Review of the Literature
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123. Research Methodology
3. Research Methodology Literature ReviewIssue of the study Selection of topic to study
Preparation of instrument for investigate students’ conceptions
Analysis students conceptionsfocusing on
misconceptionsPreparation of learning unit to help students
learnImplementation of the learning unit
Data analysis and reporting of
research findings
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133. Research Methodology
Samples
Universities
2005Pilot
samples
2007Implementation samples
A 262 226
B 340 661
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143. Research Methodology
Lecture setting 2005
deductive approach
2007inductive approach
Describe/explain theory
Present equations
Students practice
Observe a set of experimental data
Observe demonstrations +recorded in activity sheet
Summarise general concept
Link to theory
Present equations
Students practice + worksheet
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153. Research Methodology
Data collection methods Instruments Purposes
Conceptual survey (CSEM)Get students’ basic knowledge
in magnetismQuestionnaires
Explore how students prefer/
perceive of lecture course
InterviewsExplore students understanding & their perceptions
towards the implementation of
the teaching intervention
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164. Phase One Findings
4. Students’ Understanding of EM (Pilot findings)Students’ performances on CSEM from university A (2005)
electricitymagnetism
Perc
en
tag
e o
f stu
den
ts g
ett
ing
qu
esti
on
corr
ect
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Students’ performances on CSEM from university B (2005)P
erc
en
tag
e o
f stu
den
ts g
ett
ing
qu
esti
on
corr
ect
electricity
magnetism
174. Phase One Findings
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184. Phase One Findings
Student Perceptions of Electromagnetism:
Learning and Teaching
Work sheet
Demonstration/video
Students’ responses on close-ended questions (2006)
Main Ideas•………•………•………
Summarising main ideas
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194. Phase One Findings
Student responses to things lecturers do that they
determined helpful; responses to the open-ended questions
Conducting Demonstration
Working through problems
Summarising concepts
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204. Phase One Findings
Student responses to things they do that they viewed
helpful; responses to the open-ended questions.
Working through problems
Taking notes
Doing laboratory
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215. Phase Two: Designing the EMUL
5. The Principles for the Design of the EM Learning
Unit (EMLU)In this study, there are two main learning perspectives consideration in learning theories.
•Constructivism
•Social-constructivism.
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Learning Theories
Constructivism
5. Phase Two: Designing the EMUL
Learner constructs their own individual understanding to make sense out of the world.
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Social constructivism
Learning Theories
Students get new knowledge by sharing with peer and link this
new ideas with personal experience and
reorganize their own view and negotiate or
reflect on other student’s view.
5. Phase Two: Designing the EMUL
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Link new concept with previous concept
6. Designing Teaching Approaches for Active Learning in the EMLU
6. The Electromagnetism Learning Unit
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Telling Story
6. The Electromagnetism Learning Unit
Designing Teaching Approaches for Active Learning in the EMLU
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266. The Electromagnetism Learning Unit
Lecture Demonstrations
Designing Teaching Approaches for Active Learning in the EMLU
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276. The Electromagnetism Learning Unit
Visualization (Video)
Designing Teaching Approaches for Active Learning in the EMLU
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Student Discussion
6. The Electromagnetism Learning Unit
Designing Teaching Approaches for Active Learning in the EMLU
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Formative Assessment
6. The Electromagnetism Learning Unit
Designing Teaching Approaches for Active Learning in the EMLU
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Note taking
6. The Electromagnetism Learning Unit
Designing Teaching Approaches for Active Learning in the EMLU
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7. Implementation & Findings of the
Electromagnetism Learning Unit
The findings about the use of the EMLU as it was implemented in lectures at 2 universities for Thai first-year university students.
7. Implementing the EMLU
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327. Implementing the EMLU
Ex: Magnetic force: Lecture 1 PowerPoint slides
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337. Implementing of the EMLU
EX: Magnetic force (Lecture 1)
Summarising: Factors involved in behaviour of charges in magnetic field (B)
• electric charge = q• magnetic field = B• electric charge velocity = v• magnetic force = FB
BF qv B
Video demonstration
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347. Implementing of the EMLU
Summarising: Factors involved in behaviour of i in magnetic field (B)
EX: Magnetic force (Lecture 1)
Activity sheet
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EX: Magnetic force (Lecture 1)
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Practicing with quick quiz shown on a slide
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367. Implementing of the EMLU
EX: Magnetic force (Lecture 1)
Work sheet
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7. Implementing of the EMLU
Evaluation of the EMLU
Student’s responses on the CSEM test37
<g>
0.05 0.32 0.00 0.11
Perc
en
tag
e o
f stu
den
ts g
ett
ing
qu
esti
on
corr
ectl
y
Magnetic force
23 2421 21
27
48
21
30
0
10
20
30
40
50
60
A 2005 A 2007 B 2005 B 2007
Pre
Post
University AUniversity B
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Student’s responses on the CSEM test
Evaluation of the EMLU
38
<g>
0.13 0.27 0.06 0.22
Magnetic Field
31 33
19 17
40
51
24
35
0
10
20
30
40
50
60
A 2005 A 2007 B 2005 B 2007
Pre
Post
Perc
en
tag
e o
f stu
den
ts g
ett
ing
qu
esti
on
corr
ectl
yUniversity AUniversity B
7. Implementing of the EMLU
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7. Implementing of the EMLU
Evaluation of the EMLU
Student’s responses on the CSEM
39
<g>
-0.03
0.20 -0.03 0.05
Faraday's Law
24 2523
15
22
40
2119
0
5
10
15
20
25
30
35
40
45
A 2005 A 2007 B 2005 B 2007
Pre
Post
Perc
en
tag
e o
f stu
den
ts g
ett
ing
qu
esti
on
corr
ectl
y
University AUniversity B
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7. Implementing of the EMLU
Evaluation of the EMLUComparing students’ cognitive
knowledge in the different academic years
40
University
Years
Test
Mean
(11)
N SD
(Pair T-test) P
<%g>
A2005
Pre
3.33 238
1.94
0.00 0.05
Post
4.20 238
2.33
2007
Pre
3.06 210
1.85
0.00 0.26
Post
5.16 210
2.40
B2005
Pre
2.13 340
1.26
0.03 0.02
Post
2.33 340
1.42
2007
Pre
2.18 661
1.46
0.00 0.13
Post
3.05 661
1.67
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Students’ performances on post-instructional test
& interview
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Magnetic force: used the angle provided in
the picture instead of the angle between the magnetic field and the velocity of the charge. One interviewee said that she was familiar with putting number to calculate a magnitude of the variable instead of explaining what it means7. Implementing of the EMLU
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Students’ performances on post-instructional test
& interview
42
Students’ performances on the straightforward question were fairy high.
Magnetic Field
Students seemed not familiar to use the vector product in the Biot-Savart law to find the direction of the magnetic field. 7. Implementing of the EMLU
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Students’ performances on post-instructional test
& interview
43
Students were able to find the condition causing an
induced current in circuits of questions. Most of the
students at both universities answered the
question provided by demonstration correctly (>
90%).
Magnetic Induction
7. Implementing of the EMLU
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7. Implementing of the EMLU
Evaluation of the Electromagnetism
Learning UnitStudents’ responding to the close-ended questions
44
University A University B
Providing worksheets
Conducting demonstrations
/video Providing activity sheets
Conducting demonstrations
Providing worksheets
Providing activity sheets
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7. Implementing of the EMLU
Evaluation of the Electromagnetism
Learning UnitStudents’ responding to the open-ended question
45
University A University B
Conducting demonstrations
Pacing and Explaining style
Providing worksheets
Pacing and Explaining style
Conducting demonstrations
Providing worksheets
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8. Conclusion
CONCLUSION
46
Investigated student understanding of electromagnetism both pre- and post-traditional teaching.
Developed the Electromagnetism Learning unit (EMLU) to increase the effectiveness of lectures on magnetism.
The findings indicated that the students who attended in the EMLU class had increased their performances on the conceptual test.
The students’ perception towards the EMLU were positive.
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Classroom Environment
47
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Classroom Environment
48
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Acknowledgements
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Acknowledgements
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Acknowledgements
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Physics Education Network of Thailand
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Acknowledgements
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