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Model of improving students ’ conceptual knowledge of magnetism using active learning

Model of improving students ’ conceptual knowledge of magnetism using active learning. By Pattawan Narjaikaew Ph.D. Candidate student of Science and Technology Education program (Physics)

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Model of improving students ’ conceptual knowledge of magnetism using active learning

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  1. Model of improving students’ conceptual knowledge of magnetism using active learning By 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

  2. 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

  3. 1. Background of the Study Teaching science in university level Lecturing is dominated. Large class is normal. 3 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. 4 1. Background of the Study

  5. Purposes 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. 5 1. Background of the Study

  6. The Research Questions 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? 3. How useful are the various teaching approaches implemented for the first-year university magnetism course? 6 1. Background of the Study

  7. 2. 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. 7 2. A Review of the Literature

  8. Force exerted on two current-carrying wires (Maloney et al., 2001) 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. 8 2. A Review of the Literature

  9. Light bulb glowing (Maloney et al., 2001). EX: Student Conceptions about magnetic induction 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. 9 2. A Review of the Literature

  10. Teaching approaches for active learning in lectures 10 2. A Review of the Literature

  11. encourage students become actively involve to increase students’ attention span+ understanding Note-taking Demonstration/ Visual aids Stories of science Discussion Problem-Solving Formative Assessment encourage student interest develop student thinking skill clarify important concept assess student understandingrapidly clarify important concept see the real data and grow interest Teaching strategies for active learning in lectures 11 2. A Review of the Literature

  12. 3. Research Methodology Issue of the study Selection of topic to study Literature Review Preparation of instrument for investigate students’ conceptions Analysis students conceptions focusing on misconceptions Preparation of learning unit to help students learn Implementation of the learning unit Data analysis and reporting of research findings 12 3. Research Methodology

  13. Samples 13 3. Research Methodology

  14. Lecture setting Describe/explain theory Observe demonstrations + recorded in activity sheet Present equations Summarise general concept Students practice Link to theory Observe a set of experimental data Present equations Students practice + worksheet 14 3. Research Methodology

  15. Data collection methods Get students’ basic knowledge in magnetism Conceptual survey (CSEM) Explore how students prefer/ perceive of lecture course Questionnaires Explore students understanding & their perceptions towards the implementation of the teaching intervention Interviews 15 3. Research Methodology

  16. 4. Students’ Understanding of EM(Pilot findings) Students’ performances on CSEM from university A (2005) electricity magnetism Percentage of students getting question correct 16 4. Phase One Findings

  17. Students’ performances on CSEM from university B (2005) electricity magnetism Percentage of students getting question correct 17 4. Phase One Findings

  18. Student Perceptions of Electromagnetism: Learning and Teaching Students’ responses on close-ended questions (2006) • Main Ideas • ……… • ……… • ……… Demonstration/video Summarising main ideas Work sheet 18 4. Phase One Findings

  19. Student responses to things lecturers do that they determined helpful; responses to the open-ended questions Conducting Demonstration Working through problems Summarising concepts 19 4. Phase One Findings

  20. Student responses to things they do that they viewed helpful; responses to the open-ended questions. Working through problems Taking notes Doing laboratory 20 4. Phase One Findings

  21. 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. 21 5. Phase Two: Designing the EMUL

  22. Learning Theories Constructivism Learner constructs their own individual understanding to make sense out of the world. 22 5. Phase Two: Designing the EMUL

  23. Learning Theories Social constructivism 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. 23 5. Phase Two: Designing the EMUL

  24. 6. Designing Teaching Approaches for Active Learning in the EMLU Link new concept with previous concept 24 6. The Electromagnetism Learning Unit

  25. Designing Teaching Approaches for Active Learning in the EMLU Telling Story 25 6. The Electromagnetism Learning Unit

  26. Designing Teaching Approaches for Active Learning in the EMLU Lecture Demonstrations 26 6. The Electromagnetism Learning Unit

  27. Designing Teaching Approaches for Active Learning in the EMLU Visualization (Video) 27 6. The Electromagnetism Learning Unit

  28. Designing Teaching Approaches for Active Learning in the EMLU Student Discussion 28 6. The Electromagnetism Learning Unit

  29. Designing Teaching Approaches for Active Learning in the EMLU Formative Assessment 29 6. The Electromagnetism Learning Unit

  30. Designing Teaching Approaches for Active Learning in the EMLU Notetaking 30 6. The Electromagnetism Learning Unit

  31. 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. 31 7. Implementing the EMLU

  32. Ex: Magnetic force: Lecture 1 PowerPoint slides 32 7. Implementing the EMLU

  33. 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 Video demonstration 33 7. Implementing of the EMLU

  34. EX: Magnetic force (Lecture 1) Summarising: Factors involved in behaviour of i in magnetic field (B) Activity sheet 34 7. Implementing of the EMLU

  35. EX: Magnetic force (Lecture 1) Practicing with quick quiz shown on a slide 35

  36. EX: Magnetic force (Lecture 1) Work sheet 36 7. Implementing of the EMLU

  37. University A University B Percentage of students getting question correctly Evaluation of the EMLU Student’s responses on the CSEM test 37 7. Implementing of the EMLU

  38. University A University B Percentage of students getting question correctly Evaluation of the EMLU Student’s responses on the CSEM test 38 7. Implementing of the EMLU

  39. University A University B Percentage of students getting question correctly Evaluation of the EMLU Student’s responses on the CSEM 39 7. Implementing of the EMLU

  40. Evaluation of the EMLU Comparing students’ cognitive knowledge in the different academic years 40 7. Implementing of the EMLU

  41. Students’ performances on post-instructional test& interview 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 means 41 7. Implementing of the EMLU

  42. Students seemed not familiar to use the vector product in the Biot-Savart law to find the direction of the magnetic field. Students’ performances on post-instructional test& interview Magnetic Field Students’ performances on the straightforward question were fairy high. 42 7. Implementing of the EMLU

  43. Students’ performances on post-instructional test& interview Magnetic Induction 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%). 43 7. Implementing of the EMLU

  44. Evaluation of the Electromagnetism Learning Unit Students’ responding to the close-ended questions Conducting demonstrations Providing worksheets Conducting demonstrations/video Providing worksheets Providing activity sheets Providing activity sheets 44 7. Implementing of the EMLU

  45. Evaluation of the Electromagnetism Learning Unit Students’ responding to the open-ended question Pacing and Explaining style Conducting demonstrations Conducting demonstrations Pacing and Explaining style Providing worksheets Providing worksheets 45 7. Implementing of the EMLU

  46. CONCLUSION 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. 46 8. Conclusion

  47. Classroom Environment 47

  48. Classroom Environment 48

  49. Acknowledgements 49

  50. Acknowledgements 50

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