Teaching the principle of conservation of Mechanical Energy using a conceptual change approach

Abstract

The purpose of this study was to investigate the effect of the conceptual-change teaching strategy on the Principle of Conservation of Mechanical Energy in the absence of dissipative forces. Specifically, the study used the scientific investigation and interactive simulations in the teaching of the Principle of Conservation of Mechanical Energy concepts. The research design adopted for the study was a case study in which a mixed method approach was used. A sample of thirty learners was purposively selected from a grade 10 Physical Sciences class in the rural Eastern Cape. Data were collected using the pre-test, concept map and semi-structured interviews. The pre-test and the concept map were systematically assessed for validity and reliability by involving experts in Science Education and through pilot study. Mean, standard deviation and thematic analysis were employed in the analysis of data. The quantitative results indicated that learners who held to their alternative conceptions hinder their learning and understanding of scientific concepts. Results also indicated a significant improvement in the learners' understanding of the energy concept and its conservation after the use of the conceptual change strategy. The qualitative results indicated that learners learn better through the conceptual change approach as learners are actively involved in restructuring their conceptual framework and the knowledge gained becomes more meaningful. Learners find the conceptual change approach effective as it is motivational and engages them in dialogues and debates that iron out grey areas. Based on these findings the study recommends that teachers should endeavour to incorporate the conceptual change model as one of the teaching approaches to be adopted in schools since it increases the learners' interest and learning in Science, especially in Physics