Speaker
Description
Electricity concepts remain challenging in Physical Sciences education. Modeling Instruction (MI) emphasizes conceptual understanding through multiple representations and active engagement. This study investigates in-service Physical Sciences teachers’ perceptions of Modeling Instruction and examines its impact on their conceptual understanding and problem-solving abilities in DC electric circuits. A group of ten teachers participated in a professional development workshop where MI strategies were implemented. Data were collected using a pre- and post-diagnostic test assessing conceptual understanding and problem-solving, as well as a Likert-scale perception questionnaire. Quantitative analysis revealed improvements in both conceptual understanding and problem-solving performance from pre- to post-test. Teachers demonstrated enhanced understanding of key concepts such as current flow, circuit completeness, series and parallel connections, and Ohm’s law. Qualitative analysis of written responses showed a shift from fragmented or procedural reasoning to more coherent scientific explanations. Perception data indicated overwhelmingly positive attitudes toward Modeling Instruction, with teachers reporting increased engagement, improved conceptual clarity, and preference over traditional teaching methods. A positive relationship was observed between teachers’ perceptions and their learning gains. The findings suggest that Modeling Instruction is an effective approach for improving both conceptual and procedural knowledge in electricity and holds promise for teacher professional development in the South African context.
| Consent on use of personal information: Abstract Submission | Yes, I ACCEPT |
|---|