Applying an iMVT pedagogy to address student learning difficulties in forces

Abstract

This study is part of a project in exploring how to design, sustain, and scale up an iMVT (Modeling and Visualization Technology integrated inquiry-based Learning) pedagogy in science in Singapore schools. The paper describes the co-design process of a student workbook and research through collaboration between a school teacher and researchers on the topic of Forces and Motion and findings during and after the enactment of the curriculum. The study involved eighty-two secondary one students from two experimental and two control classes of an above average school. The iMVT integrated curriculum with the topic of Forces and Motion took one month to finish in the experimental classes (Including pre-test, intervention and post-test) in this school. Pre-test and post-test data from experimental and control classes in the school were collected. Other data included post-survey, interviews of students and the teacher about the design and enactment of the curriculum, classroom observation field notes and videos. The statistical results showed that there was improvement in the students’ conceptual understanding measured by the post-test for both control and experimental groups; the improvement in the experimental group was statistically significant. Surveys about students’ views of the iMVT approach showed that most of students had positive feedback on iMVT implementation in classroom and appreciated its features. Students’ artefacts showed that they made their understanding of Forces and Motion explicit by making models from low quality to high quality. Teacher interviews showed that the teacher appreciated certain elements of the pedagogy and thought the iMVT was a systematic way to address students learning difficulties. The study contributes to the literature by providing strategies to curriculum material development and students learning in order to promote desired education change in schools.