LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 19:10 October 2019
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Using 5e’s Instructional Model to Study the Concept of
Magnetic Hysteresis Curve in Physics

Kiramat Shah
Younas Muhammad
Abubakar
Samina Khalid and Noor Uzma
Ph.D. Scholars, School of Education Soochow University, China

Abstract

Using a learning cycle approach namely 5E’s Instructional Model in the classroom or laboratory helps to improve science subject learning at each level because learning cycles work on the constructivist approach. Although there are many kinds of learning cycles, here we use the inquiry-based teaching and learning of the 5E Instructional Model (Bybee & Landes, 1990).

The study explores the effects of 5E Instructional Model on the students’ understanding of concepts related to magnetic hysteresis curve or loop. A sample 120 students participating in answering questions on the concept of magnetic hysteresis curve were selected from two higher secondary schools of district Mardan. The nature of the study was experimental in which concept formation method of teaching was compared with traditional method of teaching. An achievement test was arranged. Pretest and posttest were used for the collection of data. Each of the experimental and controlled group was taught with concept formation and traditional method of teaching for six weeks. Pre-test was arranged in the beginning of the experiments. After six weeks post-test is taken in order to know the effectiveness of concept formation method and traditional method.

After analyzing the response of the students, most of the students had the alternative conception on the concepts related to magnetic hysteresis curve as given in part first before the treatment. But in part second after the treatment, maximum number of students achieved the scientific understanding of the magnetic hysteresis curve or loop while some of the students still had their previous or traditional conceptions. Hence the results of the study indicated that concept formation methodology of teaching was more effective as compared to traditional method.

Keywords: 5E’s, magnetic hysteresis curve, Concept formation, traditional approach, K-12 students.

Introduction

Science education actually describes and explains the ability of students to identify scientific issues, explains scientific phenomenon using scientific evidence and observation, deduces, analyses, solves and makes decisions about all the life situations involving science and technology, “such that an individual in order to participate fully in today’s global economy, needs to be able to solve scientific ideas, scientific experiment, clearly and persuasively” (OECD, 2007, p. 33).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE DISSERTATION IN PRINTER-FRIENDLY VERSION.

Kiramat Shah
Ph.D. Scholar
School of Education Soochow University, China
Kiramatshah2u@gmail.com

Younas Muhammad
Ph.D. Scholar
School of Education Soochow University, China
younaskherani@stu.suda.edu.cn
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