Published by : Homi Bhabha Centre for Science Education, TIFR, Mumbai
ISBN: 978-81-941567-9-6 January 3-6, 2020
Abstract:Problems are crucial in physics learning because they are essential for enhancing the depth of conceptual understanding in the learner. The best means to understand a concept in Physics is by presenting that concept as the part of a problematic situation. This study examined the effects of a Schema Based Instruction on Problem Solving Ability in Physics among grade 11 students. A quasi-experimental pre-test, posttest nonequivalent group design was used. Two intact classes with a total of 114 students (60 in experimental group and 54 in control group) doing science course from two Government Higher Secondary Schools of rural background following NCERT syllabus were randomly assigned to either experimental or control group. The experimental group was taught problem solving through Schema Based Instruction, while the control group was taught through Direct Translation Strategy of teaching problem solving. Results indicated that Schema.
Based Instruction significantly increases the problem Solving Ability in Physics of grade 11 students better than the Direct Translational strategy of teaching problem solving.
full text is available @ https://episteme8.hbcse.tifr.res.in/proceedings/MEANINGFUL%20PROBLEM%20SOLVING%20WITH%20SCHEMA%20BASED%20INSTRUCTION.pdf