Effects of Brain-Based Teaching Approach Integrated with GeoGebra (B-Geo Module) on Students’ Conceptual Understanding

Education research has repeatedly shown that active learning in physics is pedagogically more efficient than traditional lecture courses. Widespread application of the active learning is slowed down by the lack of data on the performance of the active learning in widely varying circumstances of different educational systems. We measured the level of understanding of basic physics concepts using Force Concept inventory for students who enrol at different universities in Latvia in calculus-based and non-calculus-based groups and compared the student performance to the pre-test results elsewhere in the world. We measured the growth of concept inventory test results and studied the dependence of the growth on the teaching approach used by university lecturers. About 450 undergraduate students from 12 groups of science and engineering courses taught by 8 lecturers were involved in the study at three universities in Latvia. The Force Concept Inventory multiple-choice test was translated to Latvian and used for pre-/post-tests. The pre-test results showed that the maximum of the distribution of correct answers for non-calculus groups is around 20%, which is the value obtained by the random guessing of test answers, whereas the pre-test results of calculus-based groups was about 50% of correct answers. The test score after taking post-test confirmed that the growth of students’ tests results is closely related to the teaching approach chosen by lecturer, showing that in order to provide physics graduates with a good conceptual understanding of physics, student centred teaching approach was crucial. The use of concept inventories in undergraduate physics education to measure the progress of learning appears to be particularly important in the current situation with a small number of students in physics and a critically small number of future physics teachers, when efficiency of teaching is of crucial importance. Keywords: STEM education quality, conceptual understanding, student-centred approach

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The effectiveness of Brain-Based Teaching Approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics

Educational Studies ◽

10.1080/03055698.2011.570004 ◽

2012 ◽

Vol 38 (1) ◽

pp. 19-29 ◽

Cited By ~ 9

Author(s):

Salmiza Saleh

Keyword(s):

Conceptual Understanding ◽

Learning Motivation ◽

Teaching Approach

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The Effect of Constructivist Teaching Approach on the Conceptual Understanding of Biology Students

IAMURE International Journal of Multidisciplinary Research ◽

10.7718/iamure.v2i1.63 ◽

2012 ◽

Vol 2 (1) ◽

Author(s):

Marlyn D. Ronsairo

Keyword(s):

Conceptual Understanding ◽

Marine Biology ◽

Teaching Approach ◽

Constructivist Teaching ◽

Cognitive Level ◽

Biology Students ◽

Significant Difference ◽

Other Information ◽

The Mean ◽

Dependent Samples

This study determines the effect of constructivist-based teaching approach on the cognitive and affective levels of conceptual understanding of Marine Biology of BS Biology students. The study made use of the pre-test-posttest one-shot experimental design. The participants were selected using purposive sampling. Data and other information needed in this study were gathered mainly through conceptual understanding test, formal interviews and journals. And to treat these data, the mean scoring system and t-test for dependent samples were used. Results revealed that the extent of cognitive level of conceptual understanding in Marine Biology of the students based on their journals was observed to a very great extent. On the other hand, the extent of affective level of conceptual understanding of the students in Marine Biology as revealed in their journals was observed to a great extent. Moreover, the findings also showed that there is significant difference on the students’ level of conceptual understanding based on their mean scores in the test after using the constructivist-based teaching approach. Lastly, it is also found out that the students learned and appreciated Marine Biology through constructivist-based teaching approach based on the interviews conducted to them. Keywords - conceptual understanding, constructivist-based teaching approach

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IMPROVING HIGH-SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.123 ◽

2017 ◽

Vol 16 (1) ◽

pp. 123-139

Author(s):

Katarina B. Putica ◽

Dragica D. Trivić

Keyword(s):

High School ◽

High School Students ◽

Conceptual Understanding ◽

Real Life ◽

Deep Understanding ◽

Teaching Approach ◽

Control Group ◽

School Students ◽

Interdisciplinary Teaching ◽

Significant Difference

Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process. Key words: conceptual understanding, process of digestion, functionalization of acquired knowledge, interdisciplinary teaching approach.

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Model-based instruction to improve the concept of students on human anatomy: Primary School, Ethiopia

International Journal of Learning and Teaching ◽

10.18844/ijlt.v12i2.4618 ◽

2020 ◽

Vol 12 (2) ◽

pp. 72-85

Author(s):

Asrat Dagnew Kelkay ◽

Aminat Endris

Keyword(s):

Conceptual Understanding ◽

Teaching And Learning ◽

Simple Random Sampling ◽

Teaching Approach ◽

Human Anatomy ◽

Test Results ◽

Model Based ◽

Informal Assessment ◽

Post Test ◽

Based Instruction

The purpose of this study was to improve the conceptual understanding of students using model-based teaching about the human skeletal system in grade seven. Quasi-experimental research was employed pre- and post-test, control and experimental group design. Out of four sections, two sections (n = 132) were selected using simple random sampling techniques. The data were gathered by tests, observation and informal assessment. The data obtained from tests were analysed quantitatively through mean, standard deviation, independent t-test and the observation and informal assessment data were analysed qualitatively. The pre-test results indicated that there was no significant mean difference and p>0.05 between the two groups. Similarly, the result of pre-informal assessment showed that students in both groups had common misconceptions about the topic. The post-test results revealed that model-based teaching approach exhibited significant changes compared to the traditional groups of students. From the results of this study, it is possible to conclude that the model-based teaching approach improves students’ conceptual understanding, participations and clear misconceptions compared to the students taught by traditional teaching approach. Based on the finding it was recommended that the model-based teaching approach should be encouraged for teaching and learning biology. Keywords: Conceptual understanding, human anatomy, model-based instruction

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