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Please use this identifier to cite or link to this item: http://repository.li.mahidol.ac.th/dspace/handle/123456789/29337
Title: MAGNETISM TEACHING SEQUENCES BASED ON AN INDUCTIVE APPROACH FOR FIRST-YEAR THAI UNIVERSITY SCIENCE STUDENTS
Authors: Pattawan Narjaikaew
Narumon Emarat
Kwan Arayathanitkul
Bronwen Cowie
Rajabhat University
Mahidol University
University of Waikato
Keywords: Mathematics;Social Sciences
Issue Date: 12-Jan-2010
Citation: International Journal of Science and Mathematics Education. Vol.8, No.5 (2010), 891-910
Abstract: The study investigated the impact on student motivation and understanding of magnetism of teaching sequences based on an inductive approach. The study was conducted in large lecture classes. A pre- and post-Conceptual Survey of Electricity and Magnetism was conducted with just fewer than 700 Thai undergraduate science students, before and after being taught the concepts, in three academic years. For 2005 and 2006, overall, the students had a better understanding of concepts associated with electricity, but a majority of the students seemed not to understand magnetism after the teaching. Drawing on these findings, the teaching sequences of the magnetism topic were developed, and then implemented in the academic year 2007. The teaching sequences included demonstrations and visuals to help students infer rules and theories for themselves (inductive method). In addition, interactive notes, information on historical science discoveries about magnetic phenomenon, questions, student discussions, and magnetism problems were used to support student learning during lectures. Students in the academic year 2007 performed significantly better after the teaching. In addition, the students had a positive perception towards the teaching sequences, which allowed them to be involved more actively during lectures. © 2010 National Science Council, Taiwan.
URI: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=77956276324&origin=inward
http://repository.li.mahidol.ac.th/dspace/handle/123456789/29337
ISSN: 15731774
15710068
Appears in Collections:Scopus 2006-2010

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