The aim of this study was firstly to evaluate the impact of two interactive-engagement models of instruction, namely Whole Class Discussions (WCD) and Computer Simulations (CS) on first year physics student-teachers’ conceptual understanding of Newtonian mechanics, and on their epistemological beliefs about physics. The force concept inventory was used to evaluate the impact on conceptual understanding while the Epistemological Beliefs About Physical Science questionnaire was used to evaluate the impact on their epistemological beliefs. The findings suggest that interactive engagement models had a positive impact on students’ conceptual understanding of Newtonian mechanics, and on their epistemological beliefs about physics. The study also contributed WCD and CS activities that can be used or adapted with an aim of enhancing conceptual understanding in physics. The study did not show any direct relationship between students’ conceptual understanding of Newtonian mechanics and their epistemological beliefs about physics. Key words: Interactive-engagement, Whole Class Discussion, Computer Simulations, epistemological beliefs about physics. / Physics / M.Sc. (Physics Education)

The aim of this study was firstly to evaluate the impact of two interactive-engagement models of instruction, namely Whole Class Discussions (WCD) and Computer Simulations (CS) on first year physics student-teachers’ conceptual understanding of Newtonian mechanics, and on their epistemological beliefs about physics. The force concept inventory was used to evaluate the impact on conceptual understanding while the Epistemological Beliefs About Physical Science questionnaire was used to evaluate the impact on their epistemological beliefs. The findings suggest that interactive engagement models had a positive impact on students’ conceptual understanding of Newtonian mechanics, and on their epistemological beliefs about physics. The study also contributed WCD and CS activities that can be used or adapted with an aim of enhancing conceptual understanding in physics. The study did not show any direct relationship between students’ conceptual understanding of Newtonian mechanics and their epistemological beliefs about physics. Key words: Interactive-engagement, Whole Class Discussion, Computer Simulations, epistemological beliefs about physics. / Physics / M.Sc. (Physics Education)

Although the merits of practical work in physics are often questioned, it remains part of physics curricula world-wide. In distance education the incorporation of practical work into the curriculum is considerably complicated by the unique logistics of the setting and the high cost involved. The research reported in this thesis emanated from the need to improve the practical work module for first year physics at the University of South Africa, one of the largest distance education universities in the world. Specifically, the home-based component which, up to the commencement of the research had been entirely text-based, needed to be addressed. To this end it was necessary to identify a valid and attainable set of objectives and to determine the characteristics, abilities and needs of the students in the target group. A survey polling the viewpoints of South African physics lecturers and students about the objectives of practical work was conducted and an extensive student profile comprising a biographic, cognitive and affective component was compiled. Biographically, the target group is unique in the sense that it consists mainly of adult learners, a large percentage of whom study in a second language. The cognitive component of the profile covered aptitude, proficiency in English, mathematics and the integrated science process skills and level of cognitive development, all of which were investigated for possible influence on performance in practical work. On an affective level, students displayed a very positive attitude towards practical work, seated mainly in their need for concrete exploration of the theory. A practical work module structured around an experiential learning cycle adapted to the distance education environment was subsequently designed. The study material developed for the module comprised an interactive study guide on data processing and experimental procedure, a home experiment kit with accompanying workbook and a laboratory manual. From the pilot study forming part of the development process, it was found that students performed significantly better in an assignment based on home-experimentation than in any of the pen- and paper assignments preceding it. Based on the results of the pilot study, a full home experiment kit was designed, evaluated, refined and implemented. / Physics / D.Phil. (Physics)

Although the merits of practical work in physics are often questioned, it remains part of physics curricula world-wide. In distance education the incorporation of practical work into the curriculum is considerably complicated by the unique logistics of the setting and the high cost involved. The research reported in this thesis emanated from the need to improve the practical work module for first year physics at the University of South Africa, one of the largest distance education universities in the world. Specifically, the home-based component which, up to the commencement of the research had been entirely text-based, needed to be addressed. To this end it was necessary to identify a valid and attainable set of objectives and to determine the characteristics, abilities and needs of the students in the target group. A survey polling the viewpoints of South African physics lecturers and students about the objectives of practical work was conducted and an extensive student profile comprising a biographic, cognitive and affective component was compiled. Biographically, the target group is unique in the sense that it consists mainly of adult learners, a large percentage of whom study in a second language. The cognitive component of the profile covered aptitude, proficiency in English, mathematics and the integrated science process skills and level of cognitive development, all of which were investigated for possible influence on performance in practical work. On an affective level, students displayed a very positive attitude towards practical work, seated mainly in their need for concrete exploration of the theory. A practical work module structured around an experiential learning cycle adapted to the distance education environment was subsequently designed. The study material developed for the module comprised an interactive study guide on data processing and experimental procedure, a home experiment kit with accompanying workbook and a laboratory manual. From the pilot study forming part of the development process, it was found that students performed significantly better in an assignment based on home-experimentation than in any of the pen- and paper assignments preceding it. Based on the results of the pilot study, a full home experiment kit was designed, evaluated, refined and implemented. / Physics / D.Phil. (Physics)