Teaching Mechanical Waves by Inquiry-Based Learning

Abstract

In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5E Learning Model with Simulation Activities on Pre-Service Teachers’ Conceptual Understanding of Waves

“…However, neither the CCTCC nor the 5ESA removed students' misconceptions entirely. This significant finding supported those of the previous research (Atasoy & Ergin, 2017;Bezen & Bayrak, 2020;Çepni & Şahin, 2012;Duit & Treagust, 2003;Taşlıdere, 2013; which claim that conceptual change cannot remediate the misconceptions entirely. As Çepni and Şahin (2012) report, all students learn and understand in different ways, and hence it may be even difficult to remove all misconception completely by combining different conceptual change strategies.…”

Development of the High School Wave Optics Test

“…Multiple representations should be only combined after we are sure that students have a good understanding of each individual representation. Some of the approaches that earlier research found to be promising for the development of powerful mental models about wave physics phenomena are the 5E model of inquirybased learning (Bezen & Bayrak, 2020), sensor-based labs, and modeling (Buongiorno et al, 2018), establishing analogies combined with the hands-on introduction of the wave representations (Wosilait et al, 1999). It should be noted that the assessment instrument developed in our study allows for a more objective comparative evaluation of the different approaches to teaching wave optics.…”

“…Research on learning and teaching about waves is relatively scarce(Bezen & Bayrak, 2020). One of the reasons for this may be related to the fact that for some of the areas of wave physics currently there are no research-based assessment instruments, which significantly complicates the conduction of high-quality experimental studies.…”

The effect of a cooperative argumentation model on listening and inquiry skills and argument level

“…Providing students with inquiry skills has a positive effect on their understanding of the nature of science (Stott & Hattingh, 2020), developing scientific process skills (Kar & Çil, 2019;Mutlu, 2020;Ülger & Çepni, 2020), scientific attitude (Kiernan & Lotter, 2019;Rohaeti, Prodjosantoso, & Irwanto, 2020), concept learning process (Bezen & Bayrak, 2020;Sotáková, Ganajová & Babinčáková, 2020), and academic achievement (Jerrim, Oliver & Sims, 2019;Wen et al, 2020). Therefore, the importance of inquiry skills cannot be denied.…”