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Learning progression of energy in secondary school physics

This study reported results on short-term learning progression of energy in secondary school physics. Energy concept is one of the most important ideas in all of science and useful for predicting and explaining phenomena in every scientific discipline. There are differences In how the energy concept...

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Main Author: Azlinah Ispal
Format: Thesis
Language:English
English
Published: 2016
Subjects:
QC1-75 General
Online Access:https://eprints.ums.edu.my/id/eprint/39402/1/24%20PAGES.pdf
https://eprints.ums.edu.my/id/eprint/39402/2/FULLTEXT.pdf
https://eprints.ums.edu.my/id/eprint/39402/
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spelling my.ums.eprints.394022024-08-05T02:16:57Z https://eprints.ums.edu.my/id/eprint/39402/ Learning progression of energy in secondary school physics Azlinah Ispal QC1-75 General This study reported results on short-term learning progression of energy in secondary school physics. Energy concept is one of the most important ideas in all of science and useful for predicting and explaining phenomena in every scientific discipline. There are differences In how the energy concept is used across different disciplines. This matter triggers the alternative conceptions of energy not only among children, but students at university and society. This study employs a method called developmental maieutics in order to achieve the research objectives and to answer the research questions. All participants involved in two semi-structured interview sessions before and after the instructional intervention of energy concepts. There are five different situations of daily activities used as interview tools (interview-about-instance). Each interview transcribed and analysed. The cognitive level and energy concept development were analysed from both of the interviews. The development of cognitive was analysed based on Dawson-Tunik's cognitive development, while the energy concept is based on the sequence which starts from the forms and sources of energy, transformation of energy, energy transfer, and conservation of energy. The results triangulated with the reflection. Overall, all participants' conceptual knowledge increased to the higher levels, but not all of them achieved the abstract mappings level. The cognitive and conceptual knowledge of each participant · developed at different rates in a different level and in this study, conservation of energy is the most difficult concept. The researcher discusses the implication of result in a few aspects. Finally, further steps in working towards a learning progression of energy are identified. 2016 Thesis NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/39402/1/24%20PAGES.pdf text en https://eprints.ums.edu.my/id/eprint/39402/2/FULLTEXT.pdf Azlinah Ispal (2016) Learning progression of energy in secondary school physics. Masters thesis, Universiti Malaysia Sabah.
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic QC1-75 General
spellingShingle QC1-75 General
Azlinah Ispal
Learning progression of energy in secondary school physics
description This study reported results on short-term learning progression of energy in secondary school physics. Energy concept is one of the most important ideas in all of science and useful for predicting and explaining phenomena in every scientific discipline. There are differences In how the energy concept is used across different disciplines. This matter triggers the alternative conceptions of energy not only among children, but students at university and society. This study employs a method called developmental maieutics in order to achieve the research objectives and to answer the research questions. All participants involved in two semi-structured interview sessions before and after the instructional intervention of energy concepts. There are five different situations of daily activities used as interview tools (interview-about-instance). Each interview transcribed and analysed. The cognitive level and energy concept development were analysed from both of the interviews. The development of cognitive was analysed based on Dawson-Tunik's cognitive development, while the energy concept is based on the sequence which starts from the forms and sources of energy, transformation of energy, energy transfer, and conservation of energy. The results triangulated with the reflection. Overall, all participants' conceptual knowledge increased to the higher levels, but not all of them achieved the abstract mappings level. The cognitive and conceptual knowledge of each participant · developed at different rates in a different level and in this study, conservation of energy is the most difficult concept. The researcher discusses the implication of result in a few aspects. Finally, further steps in working towards a learning progression of energy are identified.
format Thesis
author Azlinah Ispal
author_facet Azlinah Ispal
author_sort Azlinah Ispal
title Learning progression of energy in secondary school physics
title_short Learning progression of energy in secondary school physics
title_full Learning progression of energy in secondary school physics
title_fullStr Learning progression of energy in secondary school physics
title_full_unstemmed Learning progression of energy in secondary school physics
title_sort learning progression of energy in secondary school physics
publishDate 2016
url https://eprints.ums.edu.my/id/eprint/39402/1/24%20PAGES.pdf
https://eprints.ums.edu.my/id/eprint/39402/2/FULLTEXT.pdf
https://eprints.ums.edu.my/id/eprint/39402/
_version_ 1806689833146384384
score 13.211869

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