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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/2673 |
| Date | 07 1900 |
| Creators | Khwanda, Mphiriseni Norman |
| Contributors | Kriek, J., Basson, I. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (134 leaves) |
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