Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies
This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of bas...
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| Format: | article |
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2009
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| Online Access: | http://hdl.handle.net/10725/2886 http://dx.doi.org/10.1007/s10763-007-9106-7 http://link.springer.com/article/10.1007/s10763-007-9106-7 |
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| _version_ | 1864513459461292032 |
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| author | Osta, Iman |
| author2 | Chatila Afra, Nada Zoubeir, Wassim |
| author2_role | author author |
| author_facet | Osta, Iman Chatila Afra, Nada Zoubeir, Wassim |
| author_role | author |
| dc.creator.none.fl_str_mv | Osta, Iman Chatila Afra, Nada Zoubeir, Wassim |
| dc.date.none.fl_str_mv | 2009 2016-01-14T09:44:11Z 2016-01-14T09:44:11Z 2017-05-23 |
| dc.identifier.none.fl_str_mv | 1571-0068 http://hdl.handle.net/10725/2886 http://dx.doi.org/10.1007/s10763-007-9106-7 Afra, N. C., Osta, I., & Zoubeir, W. (2009). Students’ alternative conceptions about electricity and effect of inquiry-based teaching strategies. International journal of science and mathematics education, 7(1), 103-132. http://link.springer.com/article/10.1007/s10763-007-9106-7 |
| dc.language.none.fl_str_mv | en |
| dc.relation.none.fl_str_mv | International Journal of Science and Mathematics Education |
| dc.rights.*.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.title.none.fl_str_mv | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies |
| dc.type.none.fl_str_mv | Article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article |
| description | This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly subjective tests were administered throughout the implementation phase of the inquiry-based module to assess the evolution of participants’ conceptions. The instrument DIRECT (Version 1.0) focusing on conceptual understanding was used as a post-instructional test to measure acquisition of understanding. The findings revealed that most of the alternative conceptions reported in literature were found amongst the participants. Results of the post-testing showed that the implemented inquiry-based approach was successful in enhancing participants’ conceptual understanding of the targeted DC circuit concepts. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LAURepo_2742dcabdb7b924039d98d7d818f2da2 |
| identifier_str_mv | 1571-0068 Afra, N. C., Osta, I., & Zoubeir, W. (2009). Students’ alternative conceptions about electricity and effect of inquiry-based teaching strategies. International journal of science and mathematics education, 7(1), 103-132. |
| language_invalid_str_mv | en |
| network_acronym_str | LAURepo |
| network_name_str | Lebanese American University repository |
| oai_identifier_str | oai:laur.lau.edu.lb:10725/2886 |
| publishDate | 2009 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| spelling | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching StrategiesOsta, ImanChatila Afra, NadaZoubeir, WassimThis study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly subjective tests were administered throughout the implementation phase of the inquiry-based module to assess the evolution of participants’ conceptions. The instrument DIRECT (Version 1.0) focusing on conceptual understanding was used as a post-instructional test to measure acquisition of understanding. The findings revealed that most of the alternative conceptions reported in literature were found amongst the participants. Results of the post-testing showed that the implemented inquiry-based approach was successful in enhancing participants’ conceptual understanding of the targeted DC circuit concepts.PublishedN/A2016-01-14T09:44:11Z2016-01-14T09:44:11Z20092017-05-23Articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article1571-0068http://hdl.handle.net/10725/2886http://dx.doi.org/10.1007/s10763-007-9106-7Afra, N. C., Osta, I., & Zoubeir, W. (2009). Students’ alternative conceptions about electricity and effect of inquiry-based teaching strategies. International journal of science and mathematics education, 7(1), 103-132.http://link.springer.com/article/10.1007/s10763-007-9106-7enInternational Journal of Science and Mathematics Educationinfo:eu-repo/semantics/openAccessoai:laur.lau.edu.lb:10725/28862021-03-19T09:59:49Z |
| spellingShingle | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies Osta, Iman |
| status_str | publishedVersion |
| title | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies |
| title_full | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies |
| title_fullStr | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies |
| title_full_unstemmed | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies |
| title_short | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies |
| title_sort | Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies |
| url | http://hdl.handle.net/10725/2886 http://dx.doi.org/10.1007/s10763-007-9106-7 http://link.springer.com/article/10.1007/s10763-007-9106-7 |