In decades Peer Instruction (PI) has been confirmed that it can improve students' conceptual understanding. Anyway the main problem for using PI is an audience responding system which required for gathering students' answer, to enhance learning process of PI instead of using Clickers which cost about 40 USD per item. In this work we decided to use Plickers: the free application in smartphones. The purpose of this research is to develop the students' conceptual understanding in work and energy by using PI strategy. The sample for this study came from the different academic year at Ubon Ratchathani University, Thailand. There were 50 first year chemistry students who have enrolled in introductory physics course in academic year of 2016 and 119 first year engineering students who have enrolled in introductory physics course in academic year of 2017. The pre-posted test was the conceptual understanding test in work and energy there were 6 items with 4 choices. The items were a part of the Multiple-choice Test of Energy and Momentum Concepts developed by Chandralekha Singh and David Rosengrant. The pre-posted score had escalated about 13% (chemistry students) and 25% (engineering students). Furthermore both groups of students also had a positive attitude to teaching and learning physics with PI and Plickers approach.
There are various types of instructional media related to Valence Shell Electron Pair Repulsion (VSEPR) but there is a lack of diversity of resources devoted to assessment. This research presents an assessment and comparison of students' understanding of VSEPR theory before and after tuition involving the use of the foam molecule model (FMM) and hands-on activities in which students created models that represented 13 molecule shapes. It was found that the molecules that were created correctly before and after tuition were in the system without lone pair electrons (AX 2 ) and the system with lone pair electrons (AX 2 E 2 ). The molecules with which the students had most misconceptions, before and after tuition, were from the system without lone pair electrons (AX 5 ) and the system with lone pair electrons (AX 2 E). These findings suggest that the FMM can be used as an assessment tool to reduce misconceptions about VSEPR theory.
Students consider that physics is difficult because of its abstract nature and the involvement of mathematics. One of the most difficult topics is a simple direct current circuit. Physics education research shows that students learn better when they construct their own understanding of scientific ideas within the framework of their existing knowledge. To accomplish this process, students must be motivated to engage with the content actively and be able to learn from that engagement. The purpose of this research was to compare the grade 6 students’ understanding of the scientific concept of simple direct circuits before and after participating in a STEM activity that involved the building of circuits from play dough. Twenty questions from the Interpreting Resistive Electric Circuit Concepts Test were selected to evaluate students’ reasoning regarding direct current resistive electric circuits. Findings revealed that the students’ scores working with the different conditions after learning were significantly higher than they were before learning. However, analysis on learning progress showed that the group that had to create more works had higher normalized gain than the group that created less works. When the work was analysed with rubric criteria, it illustrated that more conditions caused more complexity and diversity to the work. In short, the condition or situation set to students affected work creation.
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