Difficulties in Understanding Mechanical Waves: Remediated by Problem-Based Instruction

Autor/inn/en	Kanyesigye, Stella Teddy; Uwamahoro, Jean; Kemeza, Imelda
Titel	Difficulties in Understanding Mechanical Waves: Remediated by Problem-Based Instruction
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010140 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kanyesigye, Stella Teddy) ORCID (Kemeza, Imelda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Science Instruction; Teaching Methods; Remedial Instruction; Problem Based Learning; Scientific Concepts; Concept Formation; Intervention; Secondary School Students; Foreign Countries; Instructional Effectiveness; Uganda + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkurs; Problem-based learning; Problemorientiertes Lernen; Concept learning; Begriffsbildung; Sekundarschüler; Ausland; Unterrichtserfolg
Abstract	This study aimed at analyzing the impact of problem-based learning (PBL) in improving physics students' conceptual understanding of mechanical waves. This study used a quasiexperimental, pretest-post-test control group design with PBL instruction as a teaching intervention. The participants of this study were 239 physics students from 19 secondary schools in Western Uganda. We analyzed data with SPSS v.23.0 using repeated two-way analysis of variance tests. We found that unlike the superposition of mechanical waves concepts, PBL effectively improves students' understanding of propagation, reflection, and standing waves more than the usual or traditional teaching method. Teachers were recommended to teach with PBL to assess students' difficulties to remedy them and uplift their understanding. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01