Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19394
Title: 
The effect of classroom demonstrations based on conceptual change instruction on students’ understanding of electromagnetism and electromagnetic induction
Authors: 
Issue Date: 
2009
Citation: 
Neo, C. S., & Yap, K. C. (2009). The effect of classroom demonstrations based on conceptual change instruction on students’ understanding of electromagnetism and electromagnetic induction. In M. Kim, S. W. Hwang, & A.-L. Tan (Eds.), Proceedings of the International Science Education Conference 2009 (pp. 1346-1386). Singapore: National Institute of Education.
Abstract: 
The main purpose of this study was to investigate the effectiveness of classroom demonstrations based on conceptual change instruction on Junior College year 2 students’ understanding of electromagnetism and electromagnetic induction. Based on conceptual change theory, a pedagogical approach called “PORE” was proposed for instruction using demonstrations. PORE comprises four stages: predict, observe, resolve and extent. Results showed that presenting classroom demonstration using “PORE” is more effective than traditional teaching methods.

The cognitive conflict level test (CCLT) developed by Lee et al. (2003) was used to determine the cognitive conflict experienced by students for each demonstration. Data from the CCLT can provide a useful dimension for evaluating the effectiveness of a demonstration for instruction.

Qualitative analysis of students’ written conceptual reasoning in this study contributed to the understanding of common conceptual difficulties faced by Junior College students in the learning of electromagnetism (EM) and electromagnetic induction (EMI). Students’ difficulties in transferring Newton’s laws to the context of EM and EMI found in this study suggested a need to integrate mechanics early in the teaching of EM and EMI.

The effect of classroom demonstrations based on conceptual change instruction on students’ understanding of electromagnetism and electromagnetic induction.
URI: 
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