Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 1, Article 1 (Jun., 2016) Achmad SAMSUDIN, Andi SUHANDI, Dadi RUSDIANA, Ida KANIAWATI and Bayram COŞTU Investigating the effectiveness of an active learning based-interactive conceptual instruction (ALBICI) on electric field concept Contents Next

Investigating the effectiveness of an active learning based-interactive conceptual instruction (ALBICI) on electric field concept

 

Achmad SAMSUDIN*, Andi SUHANDI, Dadi RUSDIANA and Ida KANIAWATI
Department of Physics Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Bandung, INDONESIA

Bayram COŞTU
Program of Science Education, Faculty of Education, Yildiz Technical University, Istanbul, TURKEY

*Corresponding author. E-mail: achmadsamsudin@upi.edu

Received 22 Feb., 2016
Revised 24 Jun., 2016

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Contents

• Abstract
• Introduction
• Methods
  • Participants
  • The test items of FCCI instrument
  • The Active Learning Based-Interactive Conceptual Instruction (ALBICI) Model
  • Procedures for Data Analysis
• Findings and Discussion
• Conclusion and Suggestion
• References
• Appendix
• Appendix A: An example of PDEODE*E task on parallel plate capacitors
• Appendix B: An example of exploration sheet of parallel plate capacitors

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Abstract

The aim of this study was to develop an Active Learning Based-Interactive Conceptual Instruction (ALBICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) for promoting conceptual change and investigating its effectiveness of pre-service physics teachers’ understanding on electric field concepts. The ALBICI model consists of four phases; 1) Conceptual focus 2) Use of texts 3) Research based materials (PDEODE*E tasks) 4) Classroom interactions.  The ALBICI teaching model was implemented to seven pre-service physics teachers who took the Physics course for a second time. The effectiveness of ALBICI model was evaluated by administering a Field Conceptual Change Inventory (FCCI) comprised of 13 three-tier test items to seven pre-service physics teachers as pre- and post-tests. Moreover, students’ ideas were also elicited using worksheets about seven PDEODE*E tasks. The test and worksheets were analyzed by using a qualitative approach/research. The data analysis has mainly focused on electric field concepts with its subordinate concepts such as Coulomb law, static electric field, parallel plat capacitors, Ohm law, Kirchhoff law and RC circuit. The findings suggested that ALBICI teaching model enhanced pre-service physics students’ conceptual understanding and reduced most of their misconceptions despite a few misconceptions still occurred.

Keywords: Active Learning Based-Interactive Conceptual Instruction (ALBICI) model, PDEODE*E task, conceptual change, misconceptions, pre-service physics teachers, electric field