Impact of a ComputerBased Physics Instruction Program on Pupils Understanding of Measurement Concept

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Impact of a Computer-Based Physics Instruction
Program on Pupils Understanding of Measurement
Concepts and Methods Associated with School
Science

• Author Joel K. Kiboss
• Journal of Science Education and Technology
• Volume 11, Issue 2
• June 2002

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What is it about?/CBPI Intro 1

• Some junior science students have trouble with
  measurement concepts such as area, volume, mass,
  weight, and density
• Scientific Research was done in Kenya in order to
  help beginning Secondary school students
  understanding on physics measurement concepts
• This would be equivalent to Junior Science 8
  students in Canada

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What is it really about?/CBPI Intro 2

• CBPI (Computer-Based Physics Instruction) Program
  was developed in order to help students
  understanding on physics measurements concepts
• At the DOS prompt, computer teaches lesson with
  presentation of course title, objectives,
  directions, and subtopic menu on different
  measurement concepts
• Interactive screen would ask students a question
  and students can answer either through keyboard
  or a measurement instrument

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The Goal of the Research

• To determine the impact of CBPI program on
  students understanding of measurement concepts
• To examine the difference between those people
  who were exposed to CBPI and those people who
  were taught in a traditional way with a teacher

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Classification of the Research
Action Research!!!
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Supporting evidence for the Classification

• A teacher started using this technology in his
  classroom in addition to the traditional teaching
  method
• The research involved one small sample group
• The research was done at secondary school level
  for one type of teaching activity (measurement)

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Methodology 1 (The sample)

• 118 pupils (65 males and 53 females) were
  selected among beginning secondary school
  students
• Three classrooms were divided into three groups
  experimental group (E), control group 1 (C1), and
  control group 2 (C2)
• Assignments were done randomly

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Methodology 2 (Procedure)

• Two methods of teaching were employed, namely
  CBPI (Computer-Based Physics Instruction) and
  normal teacher directed instruction
• The lessons taught were on length, area, volume,
  mass, density, and time
• The experimental group learned physics through
  the use of CBPI whereas the control group
• The control group learned physics by a teacher in
  a traditional way

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Methodology 3(Data Analysis)

• The effect of CBPI program was measured by
  comparing students test score
• Also, observations and interviews are done in
  order to examine students understanding on the
  physics concepts.

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Discussion Impact of CBPI Program on Knowledge
and Self-Actualization

• Students engaged in interactive and purposeful
  endeavors which contributed to their conceptual
  understanding
• Students content knowledge was developed
• Students procedural knowledge was developed
• Students engaged in debates and negotiations of
  meaning, which resulted in their
  self-actualization

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Discussion Impact of CBPI Program on the Pupils
Contextual Knowledge and Procedural Skills

• Students who were exposed to CBPI were trying to
  develop deeper understanding of the measurement
  skills
• CBPI facilitated the learning process

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Good Outcome /Strength 1

• Learner can interact with computer and develop
  positive learning experience
• Students preferred computer based learning to
  teacher-dominated interactions

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Good Outcome/ Strength 2

• CBPI enhanced students procedural knowledge
• Students loved the capability of computer to give
  them immediate feedback

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Bad Outcome/ Weakness 1

• This technology may be applicable only to junior
  science students
• This technology is less effective in the area
  where the regular teaching method is weak

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Bad Outcome/ Weakness 2

• CBPI technology itself alone may not improve
  students learning without support of teacher and
  traditional teaching method.

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Transferability into Classroom?

• (PROS)
• Science 8 students with conceptual problems may
  benefit from this technology in addition to
  traditional teaching methods. So this research
  may be feasible in current classroom
• (CONS)
• The technology seems little obsolete and may not
  interest students in current classroom, who are
  exposed to up-to-date technology. So this
  research may not work

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What do you think as a teacher?

• Do you think this is a good technology to use in
  your science classroom?
• Do you think your students will like this
  technology?

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Question, Concerns, or Comment?