Approach-Method Interaction: The Role of Teaching Method on the Effect of Context-Based Approach in Physics Instruction

Autor/inn/en	Pesman, Haki; Ozdemir, Omer Faruk
Titel	Approach-Method Interaction: The Role of Teaching Method on the Effect of Context-Based Approach in Physics Instruction
Quelle	In: International Journal of Science Education, 34 (2012) 14, S.2127-2145 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.700530
Schlagwörter	Academic Achievement; Physics; Motivation; Teaching Methods; Interaction; Learning Processes; Multivariate Analysis; Science Education; Science Instruction; Predictor Variables; Experimental Groups; Regression (Statistics); Pretests Posttests; Control Groups; Grade 11; High School Students; Foreign Countries; Outcomes of Education; Likert Scales; Equipment; Turkey + Suchen Sie Ihr Suchwort? Schulleistung; Physik; psychologische; Motivation (psychologisch); Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Learning process; Lernprozess; Multivariate Analyse; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Prädiktor; Regression; Regressionsanalyse; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Lernleistung; Schulerfolg; Likert-Skala; Türkei
Abstract	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. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10