Professional paper

DEMONSTRATION IN TEACHING PHYSICS

Antonio Svedružić ; Osnovna škola Ljudevita Gaja, Zaprešić

Abstract

This paper aims to answer the question if there is a difference in understanding the basic concepts of physics when applying the contemporary and traditional demonstration (an experiment demonstrated by a teacher). The research was carried out on a relevant sample (N=82) of students in the 7th grade of primary school, divided into two experimental groups – demonstration and hypothesis-discussion groups, and a control group (non-demonstration group). The testing process was carried out by using tests created by the author. The test components combine multiple-choice questions and explanation questions.
The results have shown that, statistically, there is no signifi cant difference between observation and hypothesis-discussion groups in answers (t=0.15, p>0.1) and explanations (t=0.55, p>.01). On the other hand, hypothesis-discussion group has achieved signifi cantly better results in answers (t=2.25, p<.03) and explanations (t=2.05, p<.05) when compared to the control group.
This research has shown that the effect of demonstration makes a signifi cant contribution to general and conceptual understanding of the concepts of physics in cases when students make hypotheses and discuss them, when they create experiments, verify their hypothesis and make conclusions.

Keywords

demonstration; hypothesis; discussion

Hrčak ID:

34808

URI

https://hrcak.srce.hr/34808

Publication date:

29.12.2008.

Article data in other languages: croatian

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