Seminar Fizik 2000 Universiti Malaysia Sabah, Nov 2000 Crossover into the Newtonian Beliefs -A Preliminary Study on the First Semester Engineering Students at Universiti Teknologi MARA
SEMINAR FIZIK 2000 Quotes Motivation Purpose Design Stats Grade G E Sch Subj Title Instrument-FCI Q1 Q6 Q15 Q19 Q21 Q25 G1 G6 G15 G19 G21 G25 Results - Scores Sci Phys Grade G E Sch Subj Results - Gain G E Sch Subj. Phys All Mean Meangraph Other Conclusion UNIVERSITI MALAYSIA SABAH
Acknowledgement Assoc. Prof. Ho Wan Seng, Physics Dept. Head, Science Faculty, UiTM Deans of Engineering Faculties Faculty of Applied Sciences Students
. Physics is about the rules of nature - so beautifully elegant that it can be neatly described mathematically. That s why many physics courses are treated as applied math.. Paul G. Hewitt, Conceptual Physics
. But introductory physics that emphasizes computation misses something essential - comprehension - a gut feeling for the concepts.. Paul G. Hewitt, Conceptual Physics
Most Students taking physics or otherwise; Hewitt, Rigden, Hobart
..Memorization is not only useless but counterproductive.. Whitaker, 1985..Introductory physics courses have been structured to cover so much content to be covered in a very short period.. French, 1988
. Taking (conventional) physics. is like trying to drink from a fire hose. There are far too many topics presented too many abstract theories which relates to reality insufficient concrete experiences with everyday phenomena to comprehend the math representation of them Physics students at Dickinson College, Pennsylvania
Students beginning a physics course usually have a rich accumulation of interrelated ideas that constitute a personal system of beliefs about motion. Champagne, 1980
Motivation Weak reasoning ability in explaining physics central ideas about force & motion Inability to represent a physical situation pictorially & verbally Lack of power to verbally translate a mathematical equation and vice-versa
Motivation So much effort and dedication was put into the teaching (the traditional way) by lecturers to instill knowledge BUT the result does not reflect the effort & dedication
Motivation Students emerging from study of physics still have serious gaps in the understanding of important topics in all areas of physics
Motivation Plenty of scientific papers have been published about learning and teaching of physics The existence of standardized tests to measure conceptual understanding in the study of forces
Purpose Identify to what extent the beliefs were successfully removed through formal university traditional introductory physics class Note: Traditional = Lecture (Passive-learner) + Tutorial (through problem-solving by instructor) + recipe lab
Research Design Give pretest to about 300 engineering students who just enrolled for the Dec - April 1998 semester. Give posttest to students who just completed their first semester in Nov 1998. No pretest. FOR MORE INFO... Contact Dr. JJ at FSG, UiTM for more details
Research Design Another posttest was given to the group who completed first semester in May 99. Took the pretest. Allow 45 mins + 1 hr for the exam Key-in profile and item selections Analyse data using descriptive & inferential stats. Excel + SPSS FOR MORE INFO... Contact Dr. JJ at FSG, UiTM for more details
Instrument: FCI & MBT FCI (30 items multiple-choice) designed to be meaningful to students without formal training in mechanics probes beliefs over a wide range of Newtonian concepts on force & motion MBT (26 items multiple-choice) designed to emphasize concepts that cannot be grasped without formal knowledge of mechanics
Desc.. Statistics - Gender Gender Frequency Percent Male 117 65.7 Female 61 34.3 Total 178 100
Desc.. Statistics - Course Grade Grade Frequency Percent A B C D 12 43 71 7 9 32.3 53.4 5.3 Total 133 100
Desc.. Statistics - Educ. Educ. Level Frequency Percent SPM 94 53.7 Prescience 81 46.3 Total 175 100
Desc.. Statistics - School School Type Boarding Urban Rural Other Frequency 18 73 70 14 Percent 10.3 41.7 40 8 Total 175 100
Desc.. Statistics - Subject Subject Frequency Percent SPM Physics 113 66.1 Science 58 33.9 Total 171 100
Results & Discussion Focus on the beliefs check the overall mean score (random guessing = 20% score) observe the percentage of students choosing the wrong answers for each question look at the choices of wrong answers to learn more on their existing belief system
Results & Discussion Focus on the gains Average Gain, G G = %Posttest, S f - %Pretest, S i Standardized Average gain <g> <g> = G / Max G where max G = 100 - %S i check if the gains vary as a function of subgroups
FCI & MBT - SPM Science Grade for SPM Sci. FCI pre FCI post MBT pre MBT post 1-6 N = 34 18.0 (8.9) 19.1 (6.9) 21.7 (7.2) 24.2 (9.5) 7-9 N = 24 20.7 (6.7) 18.3 (9.0) 22.8 (8.8) 21.3 (8.9) Total N = 58 19.1 (8.2) 18.8 (7.8) 22.1 (7.8) 23.0 (9.3)
FCI & MBT - SPM Physics Grade for SPM Phy FCI pre FCI post MBT pre MBT post 1-3 N = 4 17.5 (11.7) 49.2 (17.9) 23.1 (5.4) 44.2 (7.4) 4-6 N = 39 20.1 (8.0) 28.0 (10.6) 21.2 (10.6) 30.4 (9.5) 7-9 N = 64 19.0 (7.8) 20.0 (7.3) 21.7 (8.5) 24.1 (8.0) Total N = 110 19.3 (7.9) 23.9 (10.9) 21.6 (7.9) 27.0 (10.1)
FCI & MBT - Course Grade Course Grade A N = 12 B N = 43 C N = 71 FCI pre 23.6 (6.4) 20.2 (8.7) 18.2 (8.2) FCI post 33.9 (18.2) 24.5 (10.1) 20.7 (7.3) MBT pre 24.0 (8.5) 22.3 (8.3) 21.6 (7.8) MBT post 37.5 (10.0) 25.8 (9.0) 23.3 (9.5)
FCI & MBT - Course Grade Course Grade D N = 7 Total N = 133 FCI pre 19.5 (5.6) 19.4 (8.2) FCI post 15.2 (7.2) 22.8 (10.4) MBT pre 22.5 (8.7) 22.1 (8.0) MBT post 22.5 (7.5) 25.3 (10.0)
FCI & MBT - Gender Gender Male N = 117 Female N = 61 Total N = 178 FCI pre 19.3 (7.9) 19.1 (8.1) 19.2 (8.0) FCI post 23.4 (11.2) 19.7 (6.8) 22.1 (10.1) MBT pre 21.5 (7.9) 22.3 (7.8) 21.8 (7.9) MBT post 27.2 (10.4) 22.1 (8.4) 25. (10.0)
FCI & MBT - Educ.. Level Education Level SPM N = 94 Prescience N = 81 Total N = 175 FCI pre 19.4 (8.0) 18.8 (7.9) 19.1 (7.1) FCI post 23.0 (10.8) 20.4 (8.2) 21.8 (9.7) MBT pre 21.4 (7.5) 22.2 (8.4) 21.7 (7.9) MBT post 27.1 (10.4) 23.4 (9.1) 25.4 (10.0)
FCI & MBT - School types Schools Boarding N = 18 Urban N = 73 Rural N = 70 Other N = 14 Total N = 175 FCI pre 20.9 (7.2) 17.8 (8.6) 19.6 (7.3) 16.6 (9.2) 19.2 (7.9) FCI post 32.8 (17.8) 19.6 (8.6) 22.0 (7.1) 21.9 (9.5) 22.1 (10.1) MBT pre 21.2 (7.1) 22.3 (8.0) 21.9 (7.4) 19.8 (10.8) 21.8 (7.9) MBT post 36.5 (9.9) 24.3 (9.5) 23.7 (9.3) 27.2 (8.7) 25.5 (10.1)
FCI & MBT - SPM subject Subject SPM Physics N = 113 Science N = 58 Total N = 171 FCI pre 19.3 (7.9) 19.1 (8.1) 19.2 (8.0) FCI post 23.8 (10.8) 18.9 (7.9) 22.1 (10.2) MBT pre 21.5 (7.9) 22.3 (7.8) 21.8 (7.9) MBT post 26.8 (10.1) 23.2 (9.1) 25.6 (9.9)
FCI Gain-Gender JANTINA GP140KOD 1.00 2.00 3.00 4.00 GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN 1.00 2.00-8.33 1.11 -.11.01 2.81 2.22.02.02 7.94.91.09.00 10.28..13.
FCI Gain-Educ Educ.. Level Pendidikan GP140KOD 1.00 2.00 3.00 4.00 GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN 1.00 2.00-1.67-7.78 -.02 -.10 3.56 2.08.03.02 6.92 3.22.07.03 16.19-5.00.21 -.06
FCI Gain-School Types GP140KOD 1.00 2.00 3.00 4.00 GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN SEKOLAH 1.00 2.00 3.00 4.00-6.67-10.00 1.11-6.67 -.08 -.12.01 -.09-7.50 5.44 2.22-4.00 -.10.06.02 -.07 16.67 2.71 4.29 2.22.23.01.04.03 28.00-4.44. 10.00.36 -.06..14
FCI Gain-SPM Subject SubjekSPM GP140KOD 1.00 2.00 3.00 4.00 GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN 1.00 2.00-4.67-3.33 -.06 -.05 2.93.78.03.00 5.18-8.33.06 -.14 10.28..13.
FCI Gain-Physics Grade GP140KOD 1.00 2.00 3.00 4.00 GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN GAIN MEANGAIN 1.00 2.00 3.00.. -4.67.. -.06. 3.13 2.73..03.02. 11.56 1.01..14.00 34.44 6.11-5.56.45.08 -.07
FCI & MBT -Overall Statistics SUMFC2PR SUMFCI2 SUMMB2PR SUMMBT2 N Std. Valid Missing Mean Deviation 178 0 19.1386 7.9156 178 0 22.0974 10.0580 178 0 21.8237 7.8701 178 0 25.4538 10.0146
FCI Mean Gain-Overall GAINKOD Valid Missing Total 1.00 2.00 3.00 4.00 5.00 6.00 Total System Missing Total Valid Cumulative Frequency Percent Percent Percent 83 46.6 48.3 48.3 50 28.1 29.1 77.3 27 15.2 15.7 93.0 10 5.6 5.8 98.8 1.6.6 99.4 1.6.6 100.0 172 96.6 100.0 6 3.4 6 3.4 178 100.0
FCI Mean Gain-Overall 40 Histogram 30 20 Frequency 10 0 Std. Dev =.16 Mean =.03 N = 178.00 -.38 -.25 -.13 0.00.13.25.38.50 -.31 -.19 -.06.06.19.31.44.56 MEANGAIN
FCI - Compared Hake s Score UiTM UKM Trad (14) IE (48) Pre 20 23 23 23 Post 22 29 na na N 323 96 2084 4458 this work Collaboration with Prof. Khalijah Salleh, Jabatan Fizik, UKM, unpublished Hake, R.R., A six-thousand -student survey of mechanics test data for introductory physics courses, AJP, 66, 64-74 (1998)
FCI - Compared Hake s Score UiTM UKM Trad (14) IE (48) Gain 2 6 na na <g> 0.025 0.08 0.23 0.48 SD na na 0.04 0.14 this work Collaboration with Prof. Khalijah Salleh, Jabatan Fizik, UKM, unpublished Hake, R.R., A six-thousand -student survey of mechanics test data for introductory physics courses, AJP, 66, 64-74 (1998)
Instrument: FCI - Q1 1. Dua biji bola A dan B mempunyai saiz yang sama tetapi bola A beratnya dua kali ganda berat B. Bola-bola tersebut dijatuhkan serentak daripada bumbung sebuah bangunan dua tingkat. Masa yang diambil untuk bola-bola tersebut sampai ke tanah ialah:
Instrument: FCI - Q1 (A) bola A mengambil masa separuh sahaja masa yang diambil oleh bola B. (B) bola B mengambil masa separuh sahaja masa yang diambil oleh bola A. (C) lebih kurang sama. (D) bola A lebih cepat sampai tetapi tak semestinya separuh masa yang diambil oleh bola B. (E) bola B lebih cepat sampai tetapi tak semestinya separuh masa yang diambil oleh bola A.
Instrument: FCI - Q6 6. Arah laluan manakah dalam gambarajah di sebelah kanan yang akan diikuti oleh bola setelah ianya keluar daripada saluran pada kedudukan r dan bergerak di atas permukaan meja tanpa geseran?
Instrument: FCI - Q6
Instrument: FCI - Q15 Sebuah lori mengalami kerosakan dan menerima tolakan dari belakang oleh sebuah kereta kecil untuk menghantarnya ke bandar seperti yang digambarkan di bawah. 15.Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapai kelajuan seragam;
Instrument: FCI - Q15 (A) daya tolakan yang dikenakan oleh kereta terhadap lori adalah sama dengan daya lori menolak kereta (B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih kecil berbanding dengan daya lori menolak kereta (C)daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih besar berbanding dengan daya lori menolak kereta
Instrument: FCI - Q15 (D)oleh kerana injin kereta hidup, maka ia mengenakan tolakan terhadap lori tetapi lori tidak mengenakan tolakan terhadap kereta kerana injin lori tidak dihidupkan. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta (E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta
Instrument: FCI - Q19 19.Kedudukan dua buah blok pada turutan sela masa 0.20 saat diwakili oleh kotak-kotak bernombor dalam gambarajah di bawah. Blokblok tersebut sedang bergerak ke kanan.
Instrument: FCI - Q19 19.Adakah ketikanya blok-blok tersebut mempunyai kelajuan yang sama? (A)Ya. (B)Ya iaitu pada kedudukan 2. (C)Ya iaitu pada kedudukan 5. (D)Ya iaitu pada kedudukan 2 dan 5. (E)Ya iaitu pada suatu ketika diantara kedudukan 3 dan 4.
Instrument: FCI - Q21 Sebuah roket yang berada di angkasa "hanyut" ke kanan dari "a" ke "b" tanpa pengaruh daya luaran. Pada kedudukan "b", enjin roket dihidupkan untuk mendapatkan tujahan (daya terhadap roket) seragam yang bertegak lurus kepada garis "ab". Tujahan ini dikekalkan sehingga roket tiba di titik "c".
Instrument: FCI - Q21 21. Laluan manakah yang ditunjukkan di bawah yang akan mewakili pergerakan roket dari titik "b" ke titik "c"?
Instrument: FCI - Q25 25. Seorang wanita mengenakan suatu daya yang malar secara mendatar terhadap sebuah kotak yang besar. Kotak tersebut kemudiannya bergerak dengan kelajuan v 0 merentasi permukaan lantai. Daya malar yang mendatar yang dikenakan oleh wanita tersebut:
Instrument: FCI - Q25 (A)sama nilainya dengan berat kotak yang ditolak (B)lebih besar nilainya daripada kotak yang ditolak (C)sama nilainya dengan jumlah daya yang menentang pergerakan kotak (D)lebih besar daripada jumlah daya yang menentang pergerakan kotak (E)lebih besar daripada kedua-dua iaitu berat kotak dan jumlah daya yang menentang pergerakan kotak
FCI - Sample Q1 Comparing Pre & Posttest FCI change in scores for question 1 UiTM students. Answer is C. Percentage 60% 50% 40% 30% 20% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E 10% 0% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Answer Options for Pre & Post Test
FCI - Sample Q6 Comparing Pre & Posttest FCI change in scores for question 6 UiTM students. Answer is B. Percentage 50% 45% 40% 35% 30% 25% 20% 15% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E 10% 5% 0% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Answer Options for Pre & Post Test
FCI - Sample Q15 Comparing Pre & Posttest FCI change in scores for question 15 - UiTM students. Answer is A. Percentage 70% 60% 50% 40% 30% 20% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E 10% 0% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Answer Options for Pre & Post Test
FCI - Sample Q19 Comparing Pre & Posttest FCI change in scores for question 19 - UiTM students. Answer is E. Percentage 60% 50% 40% 30% 20% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E 10% 0% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Answer Options for Pre & Post Test
FCI - Sample Q21 Comparing Pre & Posttest FCI change in scores for question 21 - UiTM students. Answer is E. 40% 35% Percentage 30% 25% 20% 15% 10% 5% 0% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Answer Options for Pre & Post Test
FCI - Sample Q25 Co mparing Pre & Posttest FCI change in scores for question 25 - UiTM s tudents. Ans wer is C. 45% 40% 35% Percentage 30% 25% 20% 15% 10% 5% 0% Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E Answer Options for Pre & Post Test
Concluding Remarks Focus on the gains & scores Scores far below entry threshold (65%) Average Gain, G, too small negative gains is too high, 48%
Concluding Remarks Focus on the gains & scores negative gains among those getting A & B for the course grade Standardized Average gain <g> far smaller than documented work
Concluding Remarks the present instructional method failed miserably to promote crossover into Newtonian world for any subgroups except those from boarding schools could there be other reasons??
Concluding Remarks Work in the pipeline Extending the database doing the pretest and posttest for the whole population - this semester
Concluding Remarks Invitation to collaborate plenty of research can be done on problems identification instructional development (Pn. Laila Hanim will work on this to help overcome problems that was highlighted in today s talk many areas of physics
Dr. J.J., Applied Sciences Education Research Group (ASERG) Faculty of Applied Sciences, UiTM Email: drjjlanita@hotmail.com Phone: 03-5516-4886 WebPage: http://www.itm.edu.my/acaprg/fsg/drjj1.html