Interactive lecture demonstration and inquiry-based instruction in addressing students' misconceptions in electric circuits

Date of Award

2017

Document Type

Thesis

Degree Name

Master of Science in Science Education

Department

Biology

First Advisor

Soto, Cornelia C., Ph.D.

Abstract

The study aimed to compare the effectiveness of two methods- Interactive Lecture Demonstration and Inquiry-Based Instruction in addressing students' misconceptions in electric circuits. This study used the mixed method which involved both quantitative (quasi-experimental) and qualitative (focus group discussion). The main data of this was the pretest and posttest results of the two groups (DIRECT v1.2). The results showed that there was no significant difference in the performance of the students in the posttest. In conclusion, these two methods are effective in addressing misconceptions in electric circuit.

Comments

The B5.C38 2017

Link to Full Text

Share

COinS