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Engaging students to develop conceptual understanding in physics using ICT
Citation
Ramma, Y., Dindyal, J., Tan, K. C., & Cyparsade, M. (2006). Engaging students to develop conceptual understanding in physics using ICT. In Y. J. Lee, A. L. Tan, & B. T. Ho (Eds.), Proceedings of ISEC 2006: Science education: What works [CD-ROM] (pp. 715-724). National Institute of Education (Singapore).
Author
Ramma, Yashwantrao
•
Dindyal, Jaguthsing
•
Tan, Kah Chye
•
Cyparsade, Mohun
Abstract
Mauritian students’ understanding of physics concepts and their general performance in examinations are not satisfactory. We have initiated a two-year project that will build on students’ understanding and make the teaching and learning of O-Level physics more lively and in context. The pilot project is targeted at 10 secondary schools which have been supplied with relevant resources for integrating ICT and data logging in the teaching of physics. The physics teachers were given the opportunity to develop new skills in the use of ICT and data logging.
Initial data collected during the project, showed that the teachers were resorting to their traditional type of practice relegating the use of ICT and data logging to an emphasis on the development of ICT skills which was not the aim of this project. With a view to bringing value to the project, our research team decided to carry out some physics lessons (phase 2). The lessons were developed in such a way that at each stage of the lesson, students experienced a state of cognitive dissonance. Moreover, the Comprehensive Interactive Model of assessment (Parmessur, et al., 2003) formed the basis of the teaching. In order to sustain learning, students were given structured tasks to be performed at home which had to be endorsed by their parents (school-parental partnership).
Initial data collected during the project, showed that the teachers were resorting to their traditional type of practice relegating the use of ICT and data logging to an emphasis on the development of ICT skills which was not the aim of this project. With a view to bringing value to the project, our research team decided to carry out some physics lessons (phase 2). The lessons were developed in such a way that at each stage of the lesson, students experienced a state of cognitive dissonance. Moreover, the Comprehensive Interactive Model of assessment (Parmessur, et al., 2003) formed the basis of the teaching. In order to sustain learning, students were given structured tasks to be performed at home which had to be endorsed by their parents (school-parental partnership).
Date Issued
2006
Description
This paper was presented at the International Science Education Conference (ISEC) 2006, held in Singapore from 22 - 24 Nov 2006.