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Pattawan Narjaikaew Narumon Emarat Kwan Arayathanitkul Bronwen Cowie 《International Journal of Science and Mathematics Education》2010,8(5):891-910
The study investigated the impact on student motivation and understanding of magnetism of teaching sequences based on an inductive
approach. The study was conducted in large lecture classes. A pre- and post-Conceptual Survey of Electricity and Magnetism
was conducted with just fewer than 700 Thai undergraduate science students, before and after being taught the concepts, in
three academic years. For 2005 and 2006, overall, the students had a better understanding of concepts associated with electricity,
but a majority of the students seemed not to understand magnetism after the teaching. Drawing on these findings, the teaching
sequences of the magnetism topic were developed, and then implemented in the academic year 2007. The teaching sequences included
demonstrations and visuals to help students infer rules and theories for themselves (inductive method). In addition, interactive
notes, information on historical science discoveries about magnetic phenomenon, questions, student discussions, and magnetism
problems were used to support student learning during lectures. Students in the academic year 2007 performed significantly
better after the teaching. In addition, the students had a positive perception towards the teaching sequences, which allowed
them to be involved more actively during lectures. 相似文献
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