INCREASED STUDENT PERFORMANCE ON PHYSICS CONCEPT INVENTORY TEST AFTER STUDENT-CENTRED APPROACH IN UNIVERSITIES OF LATVIA

Physics Education ◽

Teaching Approach ◽

Concept Inventory ◽

Test Results ◽

Widespread Application ◽

Force Concept Inventory ◽

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

An Analysis of the Students’ Perceptions of Physics in Science Foundation Studies at the National University of Laos

Comparative and International Education ◽

10.5206/cie-eci.v39i1.9145 ◽

2010 ◽

Vol 39 (1) ◽

Author(s):

Phimpho Luangrath ◽

Thongloon Vilaythong

Keyword(s):

Physics Education ◽

Teaching And Learning ◽

Concept Inventory ◽

Laboratory Work ◽

Physics Teaching ◽

Force Concept Inventory ◽

Interesting Part ◽

National University ◽

This paper presents the situation of physics teaching and learning at the Science Foundation Studies program at National University of Laos. The study has focused on the students’ understanding of concepts in mechanics, and the situation of the laboratory work activities. The research tools used in this study were the Force Concept Inventory test, interviews and questionnaires. The results show that in an international comparison the Lao students reveal a low level of conceptual understanding in mechanics. They also show no improvement in their conceptual understanding after teaching. The students have little experience of laboratory work. They had expectations that laboratory work would be an interesting part of Physics Foundation Studies Course. However, few of the students do get involved in the actual measurements and handling of equipment during the practical activities. So, many of them do not feel that they learn much physics through laboratory work. This corresponds to their teachers’ understandings as well. Some strategies for improving the above mentioned aspects of physics teaching based on physics education research will be suggested. Cet article présentera la situation des processus d’enseignement et d’apprentissage de la physique au sein des classes préparatoires scientifiques de l’Université Nationale du Laos. Le but de ces classes est que les étudiants comprennent les concepts de mécanique et la situation des activités de laboratoire. Afin de mener cette étude, nous avons utilisé le test Force Concept Inventory (Inventaire des Concepts de Force), mené des interviews et appliqué des questionnaires. Au niveau international, les résultats montrent que les étudiants laotiens ont un niveau bas de compréhension des concepts de mécanique. Ils montrent également que ces mêmes étudiants n’améliorent pas leur compréhension après avoir participé au cours. Les étudiants possèdent peu d’expérience en laboratoire. Ils s’attendaient à ce que le travail de laboratoire soit une partie intéressante des classes préparatoires. Cependant, peu d’étudiants s’impliquent vraiment dans les mesures et dans la manipulation de l’équipement pendant les sessions de pratique. La plupart d’entre eux pensent donc ne pas apprendre grand-chose en physique pendant les pratiques de laboratoire. Cette sensation est également partagée par les professeurs. Notre objectif est donc de proposer quelques stratégies d’enseignement, soutenues par les recherches effectuées dans le domaine de l’enseignement de la physique.

APPLICATION OF RASCH MODEL IN TESTING FORCE CONCEPT INVENTORY

International Journal of Modern Education ◽

10.35631/ijmoe.26003 ◽

2020 ◽

Vol 2 (6) ◽

pp. 14-27

Author(s):

Afiqah Basran ◽

Denis Lajium

Keyword(s):

Rasch Model ◽

Physics Education ◽

High Reliability ◽

Test Theory ◽

Concept Inventory ◽

School Students ◽

Force Concept Inventory ◽

Force And Motion ◽

The Rasch Model ◽

Inventori Konsep Daya is an instrument that is adapted from the Force Concept Inventory (FCI). It is an instrument consisting of 30 diagnostic items related to the concept of force and motion. This instrument is widely used in physics education. However, the validity of this instrument in Bahasa Malaysia is not well studied to ensure that the items in the instrument function properly. Based on previous research, one of the major issues that are often questioned in the FCI is the reliability of the instrument when administered to different groups. When studies conducted in this country, researchers often use the reliability analysis under the Classical Test Theory. Various weaknesses are identified when evaluating using the analysis under the theory. Therefore, the purpose of this study is to apply the Rasch model under Item Response Theory in analyzing the items in Inventori Konsep Daya. Several analyzes were selected to determine the validity of the items and instruments. This study will be conducted on three levels of students involved in the learning of force and motion concepts. 300 samples will be taken from school students, elementary or matriculation students as well as undergraduate students who have studied this topic. The data will be analyzed using Windstep software. The results showed that Inventori Konsep Daya was a good instrument with high reliability and separation index, positive polarity value for every item, and fit the Rasch model. However, the instrument was quite difficult for the respondents in this study. This study is important in providing information to other researchers who will use FCI as an instrument in their study. In addition, the findings of this study can also be used to compare with the previous studies to draw more accurate conclusions.

On the Use of Two Versions of the Force Concept Inventory to Test Conceptual Understanding of Mechanics in Lao PDR

Eurasia Journal of Mathematics Science and Technology Education ◽

10.12973/ejmste/75184 ◽

2011 ◽

Vol 7 (2) ◽

Author(s):

Phimpho Luangrath ◽

Sune Pettersson ◽

Sylvia Benckert

Keyword(s):

Lao Pdr ◽

Concept Inventory ◽

Force Concept Inventory ◽

The effect of distracters on student performance on the force concept inventory

American Journal of Physics ◽

10.1119/1.1629091 ◽

2004 ◽

Vol 72 (1) ◽

pp. 116-125 ◽

Cited By ~ 26

Author(s):

N. Sanjay Rebello ◽

Dean A. Zollman

Keyword(s):

Student Performance ◽

Concept Inventory ◽

Force Concept Inventory ◽

Relevancy of Force Concept Inventory and Mechanics Baseline Test in Excerpting Conceptual Understanding of High-Performing Students

The Physics Educator ◽

10.1142/s266133952150013x ◽

2021 ◽

Vol 03 (04) ◽

Author(s):

Bernard Ricardo

Keyword(s):

High School ◽

Undergraduate Students ◽

Higher Order Thinking ◽

Higher Order ◽

Concept Inventory ◽

Force Concept Inventory ◽

High Performing ◽

Baseline Test ◽

In the topics of mechanics, readily available instruments such as the Force Concept Inventory (FCI) and the Mechanics Baseline Test (MBT) have been extensively used to assess students’ conceptual understanding, especially for high school and undergraduate students. In this paper, the relevancy of these two instruments in excerpting conceptual understanding of high-performing students was examined and the results were elaborated. The findings in this paper suggest that the FCI and MBT are indeed effective to show students’ basic conceptual understanding in mechanics but should not be used to assess improvement after learning intervention or to differentiate students’ conceptual understanding in a population of high performers. More advanced assessments, such as those that comprise higher order thinking questions, should be used for such purposes.

Enhanced conceptual understanding in first year mechanics through modelling

New Directions in the Teaching of Physical Sciences ◽

10.29311/ndtps.v0i8.490 ◽

2016 ◽

pp. 22-26

Author(s):

David Sands ◽

Abigail L Marchant

Keyword(s):

Student Performance ◽

Concept Inventory ◽

First Year ◽

Mathematical Equations ◽

Third Law ◽

The Impact ◽

Structured Approach ◽

Conceptual Difficulties ◽

As part of the National HE STEM programme, we have developed and implemented a modelling curriculum in first year mechanics to overcome well known conceptual difficulties. By modelling, we mean more than just the development of mathematical equations to describe the evolution of a physical system; we also mean the use of multiple representations both to understand the problem at hand as well as to develop a solution. We have developed a structured approach to both teaching and assessing the use of such representations through the ACME protocol: Assess the problem, Conceptualise the Model, and Evaluate the solution. This paper describes the implementation of this protocol within a conventional lecture setting during a single semester of the 2011-12 academic session and demonstrates the impact on conceptual understanding of 42 students though pre-course and post-course testing using the Force Concept Inventory (FCI). Detailed analysis shows that on virtually every question in the FCI student performance improved, with questions 4 and 15, relating to Newton’s third law, showing especially large gains. The average FCI score rose from 17.7 (out of 30) to 22.5, with the distribution of post-instruction scores being statistically significantly different (p=0.0001) from the distribution of pre-instruction scores.