بررسی تاثیر آموزش فیزیک با رویکرد مدل سازی بر بهبود یادگیری و رفع کج فهمی های دانش آموزان

Purpose: All human developments and accomplishment are resulted from learning. it is necessary to use the new teaching methods that are essential for learners' conceptual learning. One of these teaching methods, teaching method with a modeling approach, which in that are used from real-world problems to explain of lesson topics and students solve the problems in groups which can lead to a conceptual understanding of the content. The purpose of present the effect of teaching physics with a modeling approach on improving students' learning and eliminate Misconception
Method: For this purpose, we selected A sample with multi-stage cluster sampling method of 40 people from the Statistical Society students of Experimental second male students. And they were randomly divided into experimental and control groups. In order to assessment of learning and eliminate Misconception, we benefit from some tests that we have evaluated their validity and reliability. In data analysis, was used descriptive statistic, analysis of covariance, Kolmogorov-smrinov test and chi-square testing.
Finding: The results showed that: teaching by modeling on academic achievement and correcting misconception has a positive effect. In fact, the research results indicate that modeling can improve the process of formation of knowledge structure in learners and thus increase their understanding of the concepts of science.This subject can be important for teachers of experimental sciences and Trustees of science education.
abstract text
In the contemporary era, education based upon learning theories has become a major and important issue. New educational methods seek to develop creative and innovative citizens who are ready to live in the new era. We may say that the main mission of education and development is enabling all individuals to fully develop their talents and recognize their creative abilities. Although this goal might seem difficult and far-fetched, it is a crucial step to creating a fair world which is a better place to live. With the current approach, physics is a difficult science based upon mathematics which can be understood only by the few talented and capable students. However, understanding the ideas hidden behind most of the concepts of physics and its applications are beyond the capabilities of everybody. There are new techniques through which links can be established between physics and the real world. Utilizing the modeling method can be really effective as real questions are utilized.
A modeling problem can show a comprehensive and full picture of application of physics in society to students.In the new methods, transferring knowledge through teacher and books to students and bonuses have been replaced by building knowledge through significant learning. Misconceptions have a great influence on the learning level of the students and are a great barrier in gaining knowledge . Despite the great efforts made by teacher, students do not get to realize the basic ideas and views in the class.One of the main features of a modeling problem is that it must be situation-based and adapted from the real world.In the present research, teaching through modeling is the independent variable and educational development and misconceptions are dependent variables. To measure the educational development of the students, the homogeneity of both experiment and witness groups in the pretest were investigated and finally the correctness of the hypotheses was checked.
The present research is conducted through the quasi-experimental method through pretest and post-test for the control and experiment group.For this purpose, pretests were administered on experiment and control groups. As for the experiment group, lesson plans were prepared for each session and problems associated with the real world were put forward, and students were asked to discuss the questions with other members of the group and solve them.
The data collection tool in this research is a researcher made questionnaire whose validity and stability were confirmed and measured by physics instructors and experienced teachers. Cronbach’s alpha was utilized to measure the validity of questions. In the present research, teaching through modeling is the independent variable and educational development and misconceptions are dependent variables. To measure the educational development of the students, the homogeneity of both experiment and witness groups in the pretest were investigated and finally the correctness of the hypotheses was checked.
The present paper sought to answer this question whether modeling teaching method can result in educational progress of the students and remove their misconceptions or not.we can say that modeling is one of the active methods of teaching. In other words, as the unilateral role of the teacher in class becomes less and less, the role of the students in learning becomes more prominent and the level of interaction between students and teacher enhances. This results in development of individual skills and their prosperity. In this method, students participate in discussions, interpret data, propose new methods for solving problems, describe solutions and explain concepts through their own words.Describing the reason, we can say that as modeling method utilizes problem solving in the form of group work, students will have a higher sense of responsibility and express their ideas without fear and discuss and exchange their ideas. Furthermore, they will have time to realize their mistakes and analyze the examples taken from the real world, thus some of their misconceptions will be removed.
These results are in line with the researches conducted by Koballa et al (1998), Symeou (2005), Rosenquist and Mc Dermot (1986) and Redish (2003).
Koballa et al (1998) have pointed to this fact that the level of students’ comprehension through modeling goes up and this will result in signification of their knowledge structure.
A paper has been written by Ronsokit and Mc Dermot titled(1986). This article is based on the observation of real movements and develops a conceptual understanding of cinematic concepts.
Symeou (2005) in his paper titled “Translation of structuralism in educational design: potentials and restraints” states that teachers need to put students in center in the process of gaining significant learning. Teachers must switch from class reference to guide, consultant and facilitator of learning. They must also use real issues for educational materials and goals.
Redish (2003) in a paper titled “Teaching physics with the physics suite” state that researches indicate modeling enhances the students’ level of comprehending scientific concepts and it helps give significance to concepts.