Speaker
Mr
Vonani Baloyi
(University of Pretoria)
Description
This study investigated the effect of guided-inquiry physics (GI) laboratory activities on students’ development of physics concepts. Ninety seven first-year Bachelor of Science physics students participated in this study at a well-established South African university. The students were assigned systematically to control and experimental groups. The control group did recipe-based practical activities, while the experimental group did GI practical activities. At the end of the semester, data were collected using the written practical and hands-on examinations. Follow-up interviews were also conducted. Results indicated that some questions enhanced students’ understanding of certain physics concepts while others did not. The control group outperformed the experimental group in many questions, but also performed worse in some of the questions. Overall, there were differences between experimental and control groups, although the differences were statistically insignificant. It was concluded that GI laboratory activities did not enhance first-year physics students’ perceptions of physics concepts but it has enhanced positive attitudes towards physics laboratory work. The results of this study however, contribute to the understanding of current science laboratory practices, learning processes and the potential effects of inquiry-based instruction at university level.
Level for award<br> (Hons, MSc, <br> PhD, N/A)?
phd
Main supervisor (name and email)<br>and his / her institution
Prof W.E.Meyer, walter. meyer@up.ac.za, University of Pretoria
Would you like to <br> submit a short paper <br> for the Conference <br> Proceedings (Yes / No)?
yes
Apply to be<br> considered for a student <br> award (Yes / No)?
no
Primary author
Mr
Vonani Baloyi
(University of Pretoria)
Co-authors
Prof.
E Gaigher
(University of Pretoria)
Prof.
W.E. Meyer
(University of Pretoria)
