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This experimental research study was aimed to compare the traditional text-book method and constructivist approach in
teaching the concept ‘solution’ to 9th grade students. Sixteen constructivist lesson plans of 45 minutes each was particularly
developed to change the student’s misconceptions about the basic concept ‘solution’ of chemistry. To achieve this goal 209
subjects were selected randomly and assigned as experimental and control groups from two different girls schools of Lahore.
The researcher himself had administered the treatment to the to the experiment groups of 104 subjects for eight weeks.
Similarly, 105 students were taught as usual through traditional textbook method. The students’ alternative conceptions of
experimental and control groups were compared which were explored through interview-about –instances (IAI) instrument of
7 instances or non-instances about this concept. The Cohan Kappa reliability of the instruments was determined. Content
validity was established by three experts. After qualitative as well as quantitative analysis, five different categories or forms
of misconceptions emerged which may guide the science educators about five alternative kinds or frameworks of students
thinking and responding. The findings of this research study indicate that constructivist approach was significantly better than
traditional textbook method in changing the pupil’s ideas or facilitating to develop the correct scientific conceptions which is
a valuable contribution in teaching science.
Ahmed Sher Awan. (2013) Comparison between Traditional Text-book Method and Constructivist Approach in Teaching the Concept ‘Solution’, Journal of Research and Reflections in Education, Volume 7, Issue 1.
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