Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics
Thesis (PhD)--University of Pretoria, 2017.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2017
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613596623568896 |
|---|---|
| access_status_str | Open Access |
| author2 | Meyer, W.E. (Walter Ernst) |
| author_browse | Meyer, W.E. (Walter Ernst) |
| author_facet | Meyer, W.E. (Walter Ernst) |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/62910 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:39.945Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/62910 Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics Meyer, W.E. (Walter Ernst) Vonani.Baloyi@up.ac.za Gaigher, Estelle Baloyi, Vonani Michael UCTD Guided inquiry-based learning Physics education Introductory physics courses Experiential learning Constructivist learning Education theses SDG-04 Education theses SDG-05 Thesis (PhD)--University of Pretoria, 2017. In this study, the effect of ‗explicit reflective guided inquiry‘ (ERGI) laboratory practical activities on first-year physics students‘ understanding of nature of science (NOS) and academic performance is investigated. Ninety seven students participated in the study and were systematically assigned to the control group that did recipe-based practical activities and the experimental group that did ERGI laboratory practical activities. Both groups had to answer the same explicit reflective questions on an aspect of NOS at the end of each practical session. Data were collected using the VNOS Form-C questionnaire, focus group interviews, explicit reflective questions, combined practical and theoretical year-end examinations. Using blind scoring, students‘ views were classified as informed, mixed or naïve for each aspect of NOS. The percentage of informed views was larger for the experimental group in each of the seven NOS aspects. Overall, the percentage informed views in the experimental group was larger by a statistically significant margin of 10 percentage points (p = 0.008). The largest differences were observed in the tentative nature of science, the distinction between theory and law, and the role of imagination and creativity. Additionally, males showed more informed NOS understandings than females, while low achieving students were better informed than high achievers, but the differences were not statistically significant. The experimental group did not perform any better than the control group in the practical and theoretical year-end examinations. Therefore, this study demonstrated that ERGI laboratory practical activities activities enhanced first-year physics students‘ understanding of NOS but not their academic performance. bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-05: Gender equality 2017-10-24T09:14:12Z 2017-10-24T09:14:12Z 2017-09-07 2017 Thesis Baloyi, VM 2017, Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62910> S2017 http://hdl.handle.net/2263/62910 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Guided inquiry-based learning Physics education Introductory physics courses Experiential learning Constructivist learning Education theses SDG-04 Education theses SDG-05 Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics |
| title | Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics |
| title_full | Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics |
| title_fullStr | Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics |
| title_full_unstemmed | Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics |
| title_short | Influence of guided inquiry-based laboratory activities on outcomes achieved in first-year physics |
| title_sort | influence of guided inquiry based laboratory activities on outcomes achieved in first year physics |
| topic | UCTD Guided inquiry-based learning Physics education Introductory physics courses Experiential learning Constructivist learning Education theses SDG-04 Education theses SDG-05 |
| url | http://hdl.handle.net/2263/62910 |