<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>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.</p></abstract>

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.

The Conceptual Learning of Physics in Slovenian Secondary Schools

Franca Miklošiča Grammar School, Prešernova cesta 34, 9240 Ljutomer, Slovenia

Faculty of Natural Sciences and Mathematics, University of Maribor, Koroška cesta 160, 2000 Maribor, Slovenia

Organizacija

{"article-title":"The Conceptual Learning of Physics in Slovenian Secondary Schools"}

In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology...

The Conceptual Learning of Physics in Slovenian Secondary Schools

Publicado en línea: 14 jun 2012

Páginas: 140 - 144

DOI: https://doi.org/10.2478/v10051-012-0015-3

Palabras clave
traditional instruction, conceptual learning of Physics, Information and Communication Technology (ICT), simulations, physlets

This content is open access.

The Conceptual Learning of Physics in Slovenian Secondary Schools

Publicado en línea: 14 jun 2012

Páginas: 140 - 144

DOI: https://doi.org/10.2478/v10051-012-0015-3

Palabras clavetraditional instruction, conceptual learning of Physics, Information and Communication Technology (ICT), simulations, physlets

This content is open access.

Palabras clave
traditional instruction, conceptual learning of Physics, Information and Communication Technology (ICT), simulations, physlets