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Journal
2012 | 45 | 3 | 140-144
Article title

The Conceptual Learning of Physics in Slovenian Secondary Schools

Title variants
Languages of publication
EN
Abstracts
EN
In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.
Publisher
Journal
Year
Volume
45
Issue
3
Pages
140-144
Physical description
Dates
published
2012-05-01
online
2012-06-14
Contributors
author
author
  • Franca Miklošiča Grammar School, Prešernova cesta 34, 9240 Ljutomer, Slovenia
References
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  • Sadaghiani, H. R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Phys. Rev. ST Phys. Educ. Res. 7, DOI: 10.1103%2FPhysRevSTPER.7.010102
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  • Wieman, C. E. Perkins, K. K. & Adams W. K. (2008). Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesnt, any why. American Journal of Physics, 76 (4): 393, DOI: 10.1119/1.2815365[WoS][Crossref]
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10051-012-0015-3
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