Students constructs about energy and constructivist learning |
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Authors: | Dr Tony Fetherston |
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Institution: | (1) School of Education, Edith Cowan University, Mount Lawley Campus, 2 Bradford, Street, Mount Lawley, 6050 Perth, Western Australia, Australia |
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Abstract: | This paper presents results of research that explored students' constructs about energy. During the implementation of a constructivist
learning approach, constructs from students in three classes were elicited using a repertory grid method, both before and
after completing a module of work dealing with energy. Results from repertory grids showed that students who experienced the
constructivist approach provided significantly more constructs, and of a wider, nature, than students who were taught in their
usual fashion. Results from a school test administered to all three classes and the differences found between the results
from the repertory grid techniques and the school test are then discussed. This paper concludes that students taught with
the constructivist approach had much increased personal knowledge concerning energy, more so than those students taught in
the traditional manner, and also that students taught with the constructivist approach learnt the school science equally as
well as those students taught in the usual fashion. |
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Keywords: | |
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