Effect of Vee- diagramming on grade 10 township learners’ understanding of some electrical concepts Khalipha Ramahlape University of the Western Cape.

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Presentation transcript:

Effect of Vee- diagramming on grade 10 township learners’ understanding of some electrical concepts Khalipha Ramahlape University of the Western Cape

Introduction Why teach science? Why teach science? - intrinsic and extrinsic values Problems with science Problems with science - learners shying away from science - learners shying away from science - ineffective teaching resulting in “gaps in fundamental knowledge Electricity (topic in science) Electricity (topic in science) - misconceptions

Why Vee diagramming? Why Vee diagramming? - (What is it?) Teaching and learning tool designed by Gowin in Claims that it promotes meaningful learning (Ausubel) - Allows for tapping into existing knowledge -Links between knowledge formed -gaps in knowledge or misconceptions uncovered (see example of a vee-diagram)

Purpose Assess learners’ understanding Assess learners’ understanding Determine age influence Determine age influence Determine gender influence Determine gender influence Determine effectiveness or not of vee diagramming – beneficial or not? Determine effectiveness or not of vee diagramming – beneficial or not?

Method Research design Research design (See diagram) (See diagram) Modified Solomon-3-Control group quasi experimental design. Modified Solomon-3-Control group quasi experimental design. (see diagram)

Results Pre-test Pre-test Poor understanding of electricity Poor understanding of electricity Misconceptions Misconceptions Higher mean scores for girls but not statistically significant difference Higher mean scores for girls but not statistically significant difference Younger learners performed better but no significance Younger learners performed better but no significance

Post test Post test Significant improvement in both groups Experimental group’s performance was even greater than the control group 1 Differences were significant

Findings Big shift in performance by experimental group Big shift in performance by experimental group Gender does not count Gender does not count Age does not count Age does not count Misconceptions still existed Misconceptions still existed Although improvement in scores was achieved, pass rate still not impressive Although improvement in scores was achieved, pass rate still not impressive

Conclusion Vee diagramming has positive effect Vee diagramming has positive effect change in attitude performance No “magic bullet” – no quick fix No “magic bullet” – no quick fix challenges to implementation School culture School culture Some misconceptions are common and persistent Some misconceptions are common and persistent