THE IMPACT OF PEER INSTRUCTION ON COLLEGE STUDENTS’ BELIEFS ABOUT PHYSICS AND CONCEPTUAL UNDERSTANDING OF ELECTRICITY AND MAGNETISM |
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| Authors: | Tolga Gok |
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| Institution: | (1) Department of Radio Science and Engineering, Aalto University School of Electrical Engineering, P.O. Box 13000, 00076 Aalto, Finland |
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| Abstract: | The purpose of this study is to assess students’ conceptual learning of electricity and magnetism and examine how these conceptions,
beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey
of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered
as a pre- and posttest with Solomon 4 group design to students (N = 138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving
strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g = 0.62) obtained significantly higher conceptual learning gain than the control group (g = 0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when
PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual
understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings
of CSEM. |
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