Representational consistency, normalized gain and scientific reasoning among grade-11 students in physics
Several factors can be associated to student’s learning on the force concept . This research aimed on investigating the correlation of Grade-11 physics students’ learning gain on the force concept (GFCI), pre-instructional understanding of the force concept (FCIpre), scientific reasoning based on th...
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| Format: | text |
| Language: | English |
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Animo Repository
2019
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| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/6298 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/13376/viewcontent/JOHN3.pdf |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | Several factors can be associated to student’s learning on the force concept . This research aimed on investigating the correlation of Grade-11 physics students’ learning gain on the force concept (GFCI), pre-instructional understanding of the force concept (FCIpre), scientific reasoning based on the Lawson test score (Lpre) and representational consistency (RCpre). Representational consistency refers to consistency in thinking using different formats of representation. This research aimed also to investigate whether representational consistency level is associated with conceptual dimensions and to compare representational formats in terms of percentages of correct answers. Three standard track sections under STEM, ABM, GAS and HUMMS strand and two sections in the IB program participated. A total of 98 students took three pre-instructional inventory tests (CTSR or Lawson Test, FCI, and R-FCI) and one post-instructional FCI test. Results showed moderate positive correlation among pretest variables while GFCI is not related to the pretest variables. Consistencies in representation vary for every conceptual dimension. Students are inconsistent in second law and types of forces while they showed consistency in third law concepts. Items in graphical format got a higher percentages of correct answers for first and second law, bar chart for third law and motion map for types of forces. Factors like the strand or program of the students, learner’s prior knowledge and the conceptual dimensions involved influence the results. These formats can be used as prompts in learning specific force concepts. This research recommends intervention to increase students representational consistency in all force conceptual dimensions. |
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