|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, March 2017, pp.15-26. Article: Print (Spiral Bound). Published online: January 30, 2017 (Article: Electronic (PDF File; 360.865KB)).
Teacher, Primary Education, Primary School Agion Anargiron, Athens, Greece
Assistant Professor, Department of Primary Education, University of the Aegean, Rhodes, Dodecanisa, Greece