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Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Model of improving students ’ conceptual.

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Presentation on theme: "Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Model of improving students ’ conceptual."— Presentation transcript:

1 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 1. Background of the Study Teaching science in university level Lecturing is dominated. 3 Large class is normal. 1. Background of the Study

4 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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.

5 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 5 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.

6 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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?

7 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 2. A Review of the Literature 7 Student conceptions about magnetism. Teaching approaches examined to help students become actively participate in teaching/learning activities & to improve students’ understanding.

8 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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)

9 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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.

10 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 2. A Review of the Literature 10 Teaching approaches for active learning in lectures

11 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 11 Teaching strategies for active learning in lectures to increase students’ attention span + understanding encourage students become actively involve Note-taking Stories of science Discussion Problem-Solving Formative Assessment Demonstration/ Visual aids clarify importan t concept see the real data and grow interest encourag e student interest develop student thinking skill clarify importan t concept assess student understandin g rapidly 2. A Review of the Literature

12 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Research Methodology Literature Review Issue of the study Selection of topic to study 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

13 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Research Methodology Samples Universit ies 2005 Pilot samples 2007 Implementation samples A B340661

14 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Research Methodology Lecture setting 2005 deductive approach 2007 inductive 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

15 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Research Methodology Data collection methods InstrumentsPurposes Conceptual survey (CSEM) Get students’ basic knowledge in magnetism Questionnaires Explore how students prefer/ perceive of lecture course Interviews Explore students understanding & their perceptions towards the implementation of the teaching intervention

16 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Phase One Findings 4. Students’ Understanding of EM (Pilot findings) Students’ performances on CSEM from university A (2005) electricity magnetism Percentage of students getting question correct

17 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Students’ performances on CSEM from university B (2005) Percentage of students getting question correct electricity magnetism Phase One Findings

18 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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

19 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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

20 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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

21 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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.

22 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 22 Learning Theories Constructivism 5. Phase Two: Designing the EMUL Learner constructs their own individual understanding to make sense out of the world.

23 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 23 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

24 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 24 Link new concept with previous concept 6. Designing Teaching Approaches for Active Learning in the EMLU 6. The Electromagnetism Learning Unit

25 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 25 Telling Story 6. The Electromagnetism Learning Unit Designing Teaching Approaches for Active Learning in the EMLU

26 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University The Electromagnetism Learning Unit Lecture Demonstrations Designing Teaching Approaches for Active Learning in the EMLU

27 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University The Electromagnetism Learning Unit Visualization (Video) Designing Teaching Approaches for Active Learning in the EMLU

28 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 28 Student Discussion 6. The Electromagnetism Learning Unit Designing Teaching Approaches for Active Learning in the EMLU

29 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 29 Formative Assessment 6. The Electromagnetism Learning Unit Designing Teaching Approaches for Active Learning in the EMLU

30 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 30 Note taking 6. The Electromagnetism Learning Unit Designing Teaching Approaches for Active Learning in the EMLU

31 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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

32 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Implementing the EMLU Ex: Magnetic force: Lecture 1 PowerPoint slides

33 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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 = F B Video demonstration

34 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Implementing of the EMLU Summarising: Factors involved in behaviour of i in magnetic field (B) EX: Magnetic force (Lecture 1) Activity sheet

35 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University EX: Magnetic force (Lecture 1) 35 Practicing with quick quiz shown on a slide

36 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Implementing of the EMLU EX: Magnetic force (Lecture 1) Work sheet

37 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 7. Implementing of the EMLU Evaluation of the EMLU Student’s responses on the CSEM test Percentage of students getting question correctly University A University B

38 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Student’s responses on the CSEM test Evaluation of the EMLU Percentage of students getting question correctly University A University B 7. Implementing of the EMLU

39 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 7. Implementing of the EMLU Evaluation of the EMLU Student’s responses on the CSEM Percentage of students getting question correctly University A University B

40 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 7. Implementing of the EMLU Evaluation of the EMLU Comparing students’ cognitive knowledge in the different academic years 40 Univer sity Yea rs Te st Mean (11) NSD(Pair T- test) P A Pr e Po st Pr e Po st B Pr e Po st Pr e Po st

41 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Students’ performances on post- instructional test & interview 41 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 7. Implementing of the EMLU

42 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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

43 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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

44 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 7. Implementing of the EMLU Evaluation of the Electromagnetism Learning Unit Students’ responding to the close-ended questions 44 University AUniversity B Providing worksheets Conducting demonstrations/video Providing activity sheets Conducting demonstrations Providing worksheets Providing activity sheets

45 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 7. Implementing of the EMLU Evaluation of the Electromagnetism Learning Unit Students’ responding to the open-ended question 45 University AUniversity B Conducting demonstrations Pacing and Explaining style Providing worksheets Pacing and Explaining style Conducting demonstrations Providing worksheets

46 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University 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.

47 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Classroom Environment 47

48 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Classroom Environment 48

49 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Acknowledgements 49

50 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Acknowledgements 50

51 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Acknowledgements 51

52 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Acknowledgements 52

53 Physics Education Network of Thailand Institute for Innovation and Development of Learning Process Mahidol University Special Thanks 53


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