Effects of a Teaching Sequence on Primary Students’ Conceptions about Sound Production

By Eirini Gkolia and Michael Skoumios.

Published by The International Journal of Science, Mathematics and Technology Learning

Format Price
Article: Print $US10.00
Published online: January 30, 2017 $US5.00

Although students’ conceptions about sound production have been investigated, there are few studies that systematically focus on changing these conceptions through teaching. This study investigates the effects of a research-based teaching sequence on primary school students’ conceptions regarding sound production. Instructional materials were developed for the conceptual area of sound production and were based on a constructivist approach to science learning and teaching. These instructional materials were applied to twenty-two primary school students (eleven years old). The study assessed learning outcomes through a questionnaire that the students completed before, immediately after, and three months after the teaching sequence. The analysis of the data showed that it is possible to impact elementary school students’ conceptions about sound production through instruction. This article concludes with a discussion of the general contribution of this study to science teaching.

Keywords: Science Learning, 5E Instructional Model, Scientific Practices, Production of Sound

The International Journal of Science, Mathematics and Technology Learning, Volume 24, Issue 1, pp.15-26. Article: Print (Spiral Bound). Published online: January 30, 2017 (Article: Electronic (PDF File; 360.865KB)).

Eirini Gkolia

Teacher, Primary Education, Primary School Agion Anargiron, Athens, Greece

Dr. Michael Skoumios

Assistant Professor, Department of Primary Education, University of the Aegean, Rhodes, Dodecanisa, Greece