Analyzing the effect of metaconceptual teaching practices on students' understanding of force and motion concepts

• Published in: Research in science education (Australasian Science Education Research Association) Vol. 39; no. 4; pp. 449 - 475
• Main Authors: Yuruk, Nejla, Beeth, Michael E., Andersen, Christopher
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.08.2009; Springer
• Subjects: Active Learning; Concept Formation; Concept Mapping; Conventional Instruction; Creative Teaching; Education; Experimental Groups; Force; High School Students; Laboratory Experiments; Metacognition; Motion; Physics; Program Effectiveness; Quasiexperimental Design; Science Education; Science Teachers; Scientific Concepts; Secondary education; Secondary School Mathematics; Secondary school students; Student Attitudes; Teaching Methods; United States; Conceptual change; Metaconceptual processes; Metacognition
• ISSN: 0157-244X; 1573-1898
• DOI: 10.1007/s11165-008-9089-6

This study investigated the effect of metaconceptual teaching interventions on students' understanding of force and motion concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare the effect of the metaconceptual activities and traditional instruction and investigate students' reactions to metaconceptual teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes instructed by the same science teacher. In the experimental group, students' engagement in metaconceptual knowledge and processes was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept mapping, and class and group discussions. These activities were intended to facilitate students' engagement in (a) becoming aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions, and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group, the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and quantitative problem solving. Students' reactions to the designed instructional activities indicated that metaconceptual teaching interventions were successful in facilitating students' engagement in several types of metaconceptual functioning. The results showed that students in the experimental group had significantly better conceptual understanding than their counterparts in the comparison group and this positive impact remained after a period of 9 weeks. [Author abstract]