The Effect of Using the History of Sciences on Conceptual Understanding and Intrinsic Motivation

Autor/in	Blizak, Djanette
Titel	The Effect of Using the History of Sciences on Conceptual Understanding and Intrinsic Motivation
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 18 (2017) 1, Artikel 7 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Science Instruction; Science History; Scientific Concepts; Student Motivation; College Freshmen; College Science; Experimental Groups; Control Groups; Teaching Methods; Comparative Analysis; Geometric Concepts; Optics; Conventional Instruction; Program Effectiveness; Vision; Light; Misconceptions; Pretests Posttests; Questionnaires; College Students; Foreign Countries; Multiple Choice Tests; Statistical Analysis; Algeria + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of science; Wissenschaftsgeschichte; Schulische Motivation; Studienanfänger; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Geometrie; Optik; Licht; Missverständnis; Fragebogen; Collegestudent; Ausland; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; Algerien
Abstract	This study investigates the effect of using the history of science in teaching geometrical optics on the motivation and conceptual understanding of first year university students. For this purpose, 54 students were randomly selected, then divided into two groups: the experimental group was taught by using history of science before traditional geometrical optics teaching, and the control group was taught by traditional method only. Data were collected using two instruments: Geometrical Optics Understanding Concept Test and Geometrical Optics Intrinsic Motivation Scale. The finding showed that before instruction, the students have important and prevalent misconceptions about vision, propagation of light and refraction. After teaching of geometrical optics, the study shows that using the history of science shows greater effect on intrinsic motivation and concept understanding. The results have some implications for teaching physics, especially when the traditional teaching is inevitable. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01