Analyzing the Effect of Metaconceptual Teaching Practices on Students' Understanding of Force and Motion Concepts

Autor/inn/en	Yuruk, Nejla; Beeth, Michael E.; Andersen, Christopher
Titel	Analyzing the Effect of Metaconceptual Teaching Practices on Students' Understanding of Force and Motion Concepts
Quelle	In: Research in Science Education, 39 (2009) 4, S. 449-475Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-008-9089-6
Schlagwörter	Forschungsbericht; Experimental Groups; Concept Mapping; Quasiexperimental Design; Physics; Motion; Science Teachers; Conventional Instruction; Laboratory Experiments; Metacognition; Scientific Concepts; Concept Formation; Teaching Methods; Student Attitudes; High School Students; Secondary School Mathematics; Creative Teaching; Active Learning; Program Effectiveness + Suchen Sie Ihr Suchwort? Concept Map; Physik; Bewegungsablauf; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Laboratory work; Laborarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Creative thinking; Teaching; Kreatives Denken; Unterricht; Aktives Lernen
Abstract	This study investigated the effect of metaconceptual teaching interventions on students' understanding of force and motion concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare the effect of the metaconceptual activities and traditional instruction and investigate students' reactions to metaconceptual teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes instructed by the same science teacher. In the experimental group, students' engagement in metaconceptual knowledge and processes was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept mapping, and class and group discussions. These activities were intended to facilitate students' engagement in (a) becoming aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions, and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group, the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and quantitative problem solving. Students' reactions to the designed instructional activities indicated that metaconceptual teaching interventions were successful in facilitating students' engagement in several types of metaconceptual functioning. The results showed that students in the experimental group had significantly better conceptual understanding than their counterparts in the comparison group and this positive impact remained after a period of 9 weeks. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10