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Two Teaching Methods and Students' Understanding of Sound
Author(s) -
Barman Charles R.,
Barman Natalie S.,
Miller Julie A.
Publication year - 1996
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1996.tb15812.x
Subject(s) - mathematics education , teaching method , psychology , analysis of variance , sound (geography) , concept learning , variance (accounting) , mathematics , statistics , accounting , geomorphology , business , geology
The purpose of this study was to examine fifth grade students' ideas related to sound and to compare the Learning Cycle teaching approach with a textbook/demonstration method of instruction to determine whether one method is more effective in facilitating conceptual change. Thirty‐four fifth grade students were randomly selected and assigned to the two treatment groups. To assess the students' understanding of specific sound concepts, an interview protocol was administered to both groups before and immediately after instruction. Students were given a numerical rating corresponding to their levels of understanding. The numerical values for both groups at the pre‐ and post‐interview assessments were analyzed by analysis of variance (ANOVA). Students who were taught using the Learning Cycle had a significantly better understanding.