Approach-Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction

Date

2012-01-01

Author

PEŞMAN, HAKİ
Özdemir, Ömer Faruk

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

192
views

0
downloads

The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2 x 2 factorial design was performed with four treatment groups, including 131 11th-grade students: (1) a traditional method with the non-contextual approach group, (2) a traditional method with the contextual approach group, (3) a learning cycle with the non-contextual approach group, and (4) a learning cycle with the contextual approach group. Prior to and just after the treatments, which took 5 weeks, pre-tests and post-tests on student achievement and motivation were administered. For the analysis of data, multivariate analysis of covariance, simple regressions and follow-up analysis of covariances were performed. Consequently, it was found that the effect of context-based approach on physics achievement is dependent upon the teaching method implemented. That is, the traditional method was observed to increase the effect of the contextual approach while the learning cycle decreased it. Related to the effects on motivation in physics, no evidence was found to claim a significant difference. Based on the findings of this study, further research is suggested for determining which teaching methods are more effective with the context-based approach on students' achievement and motivation in physics.

Subject Keywords

Physics education, Context-based approach, Learning cycle, Motivation in physics, Physics achievement

URI

https://hdl.handle.net/11511/48466

Journal

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION

DOI

https://doi.org/10.1080/09500693.2012.700530

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Method-approach interaction:the effects of learning cycle vs traditional and contextual vs non-contextual instruction on 11th grade students’ achievement in and attitudes towards physics Peşman, Haki; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2012) The main purpose of the study was to explore how learning cycle and traditional method as teaching methods contribute to the effect of contextual approach on 11th grade students’ achievement in “impulse and momentum”, and attitude towards physics. Therefore, a distinction between teaching approach (contextual vs. non-contextual) and teaching method (learning cycle vs. traditional method) was made and they were used as independent variables. Students’ gender was also used as an independent variable. Thus, th...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
Conceptual understanding of acids and bases concepts and motivation to learn chemistry DİNDAR, AYLA ÇETİN; Geban, Ömer (2017-01-01) The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conc...
Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures Can, Hatice Belge; Boz, Yezdan (2016-05-01) This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students' understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were instructed by Cooperative Learning based on Conceptual Change (CLCC), the other two classes were randomly assigned to traditional learning group where students wer...
Interaction between Students' Motivation and Physics Teachers' Characteristics: Multiple Case Study KORUR, FİKRET; Eryılmaz, Ali (2018-12-01) This study identified the process of interaction between students' motivation and characteristics of two physics teachers: one who exhibited effective physics teacher characteristics frequently and one who exhibited the characteristics rarely. The two case teachers were selected to predict contrasting and comparable results. The data gathered from the semi-structured interviews, follow-up interviews, direct observation, video recordings, and field notes were analyzed both by single case and by cross-case an...

Citation Formats

H. PEŞMAN and Ö. F. Özdemir, “Approach-Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction,” INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, pp. 2127–2145, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/48466.