Conceptual change in physics through anchored instruction

• Main Author: Morales, Ramon S.
• Format: text
• Language: English
• Published: Animo Repository 2006
• Subjects: Interdisciplinary approach in education; Effective teaching; Constructivism (Education); Physics > Study and teaching; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/121; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1120/viewcontent/CDTG004039_P.pdf
• Institution: De La Salle University

This research study investigated the use of a constructivist-inspired teaching and learning approach called Anchored Instruction (AI) to promote conceptual change in the study of Physics. The level of conceptual understanding and category of conceptual change of students exposed to AI and of students exposed to Traditional Lecture Method (TLM) were also compared. Anchored Instruction actively engages students in learning by situating or anchoring instruction in interesting and realistic problem-solving environment. The anchors are stories or contextualized case studies or problem situations rather than lectures. In this study, Anchored Instruction is done through in-class activities called Learning Cycles. Each learning cycle consists of Orientation, Elicitation, Restructuring, Application and Review. The domain for this study is Force and Motion and the actual classroom research was conducted for five instructional weeks. Two intact second year Engineering classes taking Phy1: Mechanics and Fluids at the Technological University of the Philippines, Manila campus were involved. The experimental class composed of 39 students was exposed to AI while the control class composed of 42 students was exposed to TLM. The researcher developed AI lessons using anchors. In order to assess students level of conceptual understanding and category of conceptual change, a conceptual trace analysis on the students responses in the Conceptual Test on Force and Motion (CTFM), which served as the pretest and posttest, was performed. Aside from the CTFM, a questionnaire given to the experimental class, and interviews of nine (9) students helped the researcher find how Anchored Instruction promoted conceptual change in students. At the onset of the study students in both groups exhibit comparable levels of conceptual understanding considering their responses to the pretest. However, the control group showed better profile than the experimental group considering the number of students in each level of conceptual understanding. After the instructions, AI as well as TLM showed effectiveness in improving students level of conceptual understanding and in enhancing conceptual change. However, evidences showed better effectiveness of AI over TLM as reflected by the significantly greater proportion of students that underwent Change for the Better and significantly higher posttest scores of the experimental group. The third tier of the CTFM showed that the level of confidence of students in both groups improved after the instructions. AI was rated favorably by the students as reflected by the results of the questionnaire on students view on AI. The merits of AI in enhancing learning were articulated by students in the interviews. It can be concluded that generally, students have positive attitude or perception towards the use of Anchored Instruction in the classroom. It is hoped that this innovative constructivist-inspired approach will empower teachers to design their own class curricula, which will ultimately promote the much-needed conceptual change in our students.