Investigating conceptual change in students’ peer instruction conversations in physics through the resources activation framework
Date of Publication
10-26-2016
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Physics
Subject Categories
Physics
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Physics
Thesis Adviser
Joseph Scheiter, FSC
Defense Panel Chair
Lydia S. Roleda
Defense Panel Member
Maricar S. Prudente
Gloria L. Follosco
Abstract/Summary
Peer instruction (P.I.) is a teaching and learning method developed by Eric Mazur to provide interactive engagement to the students and it is an evidence-based pedagogy that utilizes the capability of the students to argue and communicate in promoting conceptual change in a classroom discussion (Crouch, et al, 2001). Learning is supposed to take place as students interact with each other, and prior studies on P.I. have proven that misconceptions are addressed properly (Hake R. , 1998) (Mazur, Fagen, & Crouch, 2002). Attributing this to conceptual change, this study sought to explore how conceptual change takes place in the recorded and transcribed peer instruction conversations. Using all pertinent literature and qualitative data, 211 conversations were analyzed to establish a qualitative framework that discusses how conceptual change is better facilitated. This study classified the conversations using a set of criteria for a standard peer instruction conversation and explored each of the categories for proofs of conceptual change. Three subcategories of conversations (Standard Agreement Conversations, Standard Disagreement Conversations and Non-standard conversations using unrelated science ideas) were seen to have shown proofs of conceptual change and were then tagged as CCC’s or conceptual change conversations. The CCC’s were then explored to describe how knowledge resources are activated and what types of activation are present and how they lead to conceptual change. Using the three levels of resources of activation, it was found that students address misconceptions and change their conceptions in different ways. The knowledge elements are easily activated in all conversations that showed conceptual change. Therefore, it is a required type of activation. The second level showed that misconceptions can also occur when wrong links are formed between knowledge elements even if the individual knowledge elements are correct. The third type of activation which is the activation of controlled structures showed that students make use of epistemic games proposed by Hammer and Tuminaro (2007) that utilize structures of knowledge by playing Physical Mapping initially to detect misconceptions. This activation then leads to the playing of other e-games that are utilized to solve problems through further discourse.
Abstract Format
html
Language
English
Format
Electronic
Accession Number
CDTG006833
Shelf Location
Archives, The Learning Common's, 12F Henry Sy Sr. Hall
Physical Description
1 computer optical disc; 4 3/4 in.
Keywords
Physics—Study and teaching
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Recommended Citation
Virata, R. O. (2016). Investigating conceptual change in students’ peer instruction conversations in physics through the resources activation framework. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/7302
Embargo Period
10-9-2024
