CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies from the in-depth search done by the
Introduce Chapter 2
researchers. This also includes the synthesis of previous studies that supports the evaluation of
Make your own
interactive lecture demonstration and PHET Simulations. The scope of the review is limited to
introductory
works related to the research topic to fully understand the research to be done in finding out the
effectiveness of the use of PhET Simulations paragraph.
in ILD to enhance students’ conceptual
understanding.
Interactive Lecture Demonstration Topic 1
Interactive Lecture Demonstrations are designed to enhance conceptual learning in physics
lectures through active engagement of students in the learning process. Students observe real
physics demonstrations, make predictions about the outcomes on a prediction sheet, and
Introduce your
collaborate with fellow students by discussing their predictions in small groups. Interactive Lecture
Topic 1
Demonstrations present a deliberately scripted action, making a "period for telling" in a customary
lecture position. Since the movement causes students to go up against their earlier comprehension
of a core concept, students are prepared to learn in a subsequent lecture.
Using the interactive lecture demonstration in teaching physics makes students actively
engaged in the classroom activity which improves their conceptual learning (Crouch, Fagen,
Callan, & Mazur, 2004; Mazzolini, Edwards, Rachinger, Nopparatjamjomras, & Sheperd, 2011;
Sharma, Johnsthon, Varvell, Robertson, Hopkins, Stewart, Cooper, & Thornton, 2010). This type
Summary/Preview
of strategy is most effective in promoting learning when students engage in every process of the
of 2007),
activity such as prediction and discussion (Ashkenazi & Zimrot, all the articles
and when they know the
to be
basic concepts of the topic in the demonstration (Chu, Lasry, Mazur, reviewed
& Miller, 2013). It also helps
in making students realize their misconceptions of some of the physics concepts (Khamcharean,
Sharma, Taleab, & Wattanakasiwich, 2012).
Student learning from traditional method could be enhanced by changing the mode of
presentation (Crouch, Fagen, Callan, & GMazur. 2004). This was examined as they used three
different modes of presentation: (1) observation, in which students watch the demonstration and
hear instructor’s explanation; (2) prediction, in which students record their predictions and hear
Article 1 Review
instructor’s explanation; and (3) discussion, in which students record their own predictions,
Discuss
observe the demonstration, discuss with fellow students and hear instructor’s the ff: Many
explanation.
students performed better in the ‘discuss’ group although it has shown-goal
only a slight difference
-process/method
from the ‘predict’ group. From these findings, it was concluded that making the students predict
-results/findings
and discuss the outcome will increase students’ engagement and improve conceptual learning. This
type of mode of presentation makes the student more engaged in the lesson that made them
improve in their learning.
The study of Crouch et al. was further reinforced by Sharma, Johnsthon, Varvell,
Robertson, Hopkins, Stewart, Cooper, and Thornton. They focused on the gain in conceptual
understanding using interactive learning demonstrations as compared to the traditional methods
Article 2 Review
Discuss the ff:
(2010). The study had two projects: first one was implemented with the students who had
-goal
completed senior high school physics; second was implemented with the students who had not had
-process/method
senior high school physics. There is a larger gain in the post-tests of the students with the use of
interactive lecture demonstration as compared to the traditional-results/findings
method. From this finding in the
study, it is claimed that there is a learning improvement in using interactive learning
demonstrations.
From the aforementioned studies, it can be noted that engaging students more in the
demonstration provides better learning. Zimrot and Ashkenazi studied the different ways of
involving students in an interactive nature of teaching method (2007). Their study is a combined
Article 3 Review
qualitative and quantitative method that characterized the levels of conceptual change attained by
Discuss the ff:
the students and examined the contribution of interactive lecture demonstration on students’
-goal
conceptual level. Results of the study show that the effects of conceptual change shown by the
-process
students are varied and the interactive lecture demonstration promoted a change in students’
-result
conceptual level. This type of teaching method, seems to be effective in enhancing conceptual
change among students. Practicing this type of method will provide a good classroom setting for
discussions.
Aside from the ways of involving the students, another research has been done to identify
ways to capture students’ interest through interactive lecture demonstration. Wattanakasiwich,
Khamcharean, Taleab, and Sharma implemented the pee-pee boy interactive lecture demonstration
Article 4 Review
in teaching the isobaric process. The pee-pee boy is a clay ceramic doll that is used for testing if
Discuss the ff:
water is hot enough for making tea. The researchers integrated its use in their interactive lecture
-goal
demonstration. Results of the study show that the demonstration stimulated and engaged the
-process
students in the learning process. From this, they were able to realize their misconceptions in
-result
thermodynamics. The interactive lecture demonstration made the learning more interesting for the
students.
PhET – Interactive Simulations Topic 2
Paragraph 1 – Introduce Topic 2
Paragraph 2 – Summary/Preview of all Reviewed Articles
Paragraph 3 – Article 1 Review
Paragraph 4 – Article 2 Review
Paragraph 5 – Article 3 Review and so on
PhET – Interactive Simulations in Interactive Lecture Demonstration Topic 1 + 2
Paragraph 1 – Introduce the relationship of topic 1 and 2 or alike
Paragraph 2 – Summary/Preview of all Reviewed Articles
Paragraph 3 – Article 1 Review
Paragraph 4 – Article 2 Review
Paragraph 5 – Article 3 Review and so on
Synthesis Checked Synthesis Essay
Copy protected with [Link]
