scholarly journals TEACHING MECHANICAL WAVES BY INQUIRY-BASED LEARNING

2020 ◽  
Vol 19 (6) ◽  
pp. 875-892
Author(s):  
Sevim Bezen ◽  
Celal Bayrak
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Conceptual Understanding ◽  
Action Plan ◽  
Spring Water ◽  
Upper Secondary School ◽  
Sound Waves ◽  
Inquiry Based Learning ◽  
Mechanical Waves ◽  
Upper Secondary

In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

scholarly journals Action-Research in the Student Voice Perspective: the Fourth Year Upper Secondary School Class Case

2016 ◽  
Vol 3 (2) ◽  
pp. 36
Author(s):  
Rosanna Tammaro ◽  
Marika Calenda ◽  
Annamaria Petolicchio ◽  
Iolanda Sara Iannotta
Keyword(s):  
Action Research ◽  
Pilot Study ◽  
Secondary School ◽  
Student Voice ◽  
Research Group ◽  
Second Phase ◽  
Upper Secondary School ◽  
School Life ◽  
Active Involvement ◽  
Upper Secondary

<p>This paper describes a study that is currently being carried out in an Upper Secondary School in the Province of Salerno (Campania, Italy). Using the Student Voice approach, the research group of the University of Salerno started the study with the aim of spreading the culture of participation and the active involvement of students in school life, while also strengthening their role as active decision-makers in the teaching/learning processes. This research is divided into two stages: an exploratory phase, that is currently being carried out and interests only one fourth year class of a Second Level College of Science: we define this phase our pilot study. Subsequently, based on critical situation and results of the first phase, the aim is to include a larger number of students. The pilot study involves 22 students of a fourth year class and deals with the problems of inattention and lack of interest that, in general, students demonstrate towards school activities. The main purposes of this first phase are: to gather information and to analyse the reasons for this recurring behavior; to implement, with the Student Voice approach, resolved strategies, as well as, verify their effectiveness; and based on this study’s results, we want to involve a larger number of students, if possible, during the next school year (2016/2017). The aim is to establish a different relationship with students, promoting dialogue and debate with teachers, to bring out their points of view, their wishes, the expectations they have towards the school, in order to integrate their concerns in the decisions which affect them. The approach used in this study is <em>qualitative-hermeneutic</em>; an Italian schoolteacher that is co-author of this paper, with the support of the research group, carried out the Action-Research; the data are the result of the observations, group discussions and comparisons. First, a questionnaire was developed to find initial information regarding the students’ opinion about the use of technologies for didactic activities, suggestions and preferences on learning. Subsequently, a qualitative data analysis was carried out, useful to achieve new information for research continuance, specifically to construct the instrument that will be used in the second phase.</p>

scholarly journals DEVELOPMENT OF ESTONIAN UPPER SECONDARY SCHOOL STUDENTS’ BIOLOGICAL CONCEPTUAL UNDERSTANDING AND COMPETENCES

2019 ◽  
Vol 18 (6) ◽  
pp. 955-970
Author(s):  
Helin Semilarski ◽  
Anne Laius ◽  
Miia Rannikmäe
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Secondary School ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Divergent Thinking ◽  
Biology Education ◽  
Upper Secondary School ◽  
12Th Grade ◽  
Upper Secondary

The main aim of this research was to measure 10th and 12th grade students’ biological conceptual understanding and competences through their upper secondary school studies. Data collection started at the beginning of the upper secondary school biology studies in the 10th grade. The same students participated in this research when they were in the 12th grade. A validated instrument of covering four competences: biological conceptual understanding, problem-solving, critical thinking and divergent thinking was used. Overall, this research was meant to evaluate students’ conceptual understanding and cognitive skills (problem-solving, critical thinking, divergent thinking) through the socio-scientific issue of lactose intolerance. The sample of students was formed from 42 representatively chosen Estonian schools of grade 10 (N=967) and grade 12 (N=802). The development conceptual understanding and competences of students' during three upper secondary school years of biology studies were discussed. The main results showed that during three years of schooling the students exhibited a statistically significant increase in the tasks, that measured students’ biological understanding and cognitive skills. The results showed that the students achieved lower scores in tasks that measured their decision-making and socio-scientific reasoning skills. Keywords: achievement levels, biology education, competences development, conceptual understanding, empirical research.

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