The efficacy of teaching modules in enhancing students' sense of physics: Newton's laws
DOI:
https://doi.org/10.21067/mpej.v8i2.9662Keywords:
sense of physics, teaching module, newton’s lawsAbstract
Sensemaking plays a crucial role as a bridge for students' understanding and intuition with explanations, thus addressing knowledge gaps. This bridging function helps students build new knowledge and comprehend related content materials. However, when facing physics problems, most students tend to engage in "answer-making" by presenting answers in the form of mathematical equations. This phenomenon of engaging in "answer-making" eventually causes students to perceive that physics does not "make sense." In response to this concern, a valid teaching module on improving students' sense of physics has been developed. This study is a quasi-experiment with a one-group pretest-posttest design. The posttest outcomes reveal an enhancement in the students'Â sense of physics among 60 students from two schools in Malang and Batu after they used the teaching module on Newton's Laws. However, when examining each indicator of students' sense of physics, further efforts are still needed to enhance the level of students' sense of physics.
Downloads
References
Aviyanti, L. (2020). An Investigation into Indonesian Pre-Service Physics Teachers’ Scientific Thinking and Conceptual Understanding of Physics.
Cannady, M. A., Vincent-Ruz, P., Chung, J. M., & Schunn, C. D. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59. https://doi.org/10.1016/j.cedpsych.2019.101802
Conlin, L. D. (2015). The use of epistemic distancing to create a safe space to sensemake in introductory physics tutorials. Physics Education Research Conference. https://doi.org/10.48550/arXiv.1508.01574
Gifford, J. D., & Finkelstein, N. D. (2020). Categorical framework for mathematical sense making in physics. Physical Review Physics Education Research, 16(2). https://doi.org/10.1103/PhysRevPhysEducRes.16.020121
Hahn, K. T., Emigh, P. J., & Gire, E. (2020). Sensemaking in special relativity: developing new intuitions. Physics Education Research Conference (PERC), 196–201. https://doi.org/10.1119/perc.2019.pr.Hahn
Hu, D., & Rebello, N. S. (2014). Shifting college students’ epistemological framing using hypothetical debate problems. Physical Review Special Topics - Physics Education Research, 10(1). https://doi.org/10.1103/PhysRevSTPER.10.010117
Kaldaras, L., & Wieman, C. (2023). Cognitive framework for blended mathematical sensemaking in science. International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00409-8
Katchanov, Y. L., & Markova, Y. V. (2021). Dynamics of senses of new physics discourse: co-keywords analysis. Journal of Informetrics, 16(1). https://doi.org/10.1016/j.joi.2021.101245
Kaya, S., & Lundeen, C. (2010). Capturing Parents’ Individual and Institutional Interest Toward Involvement in Science Education. Journal of Science Teacher Education, 21(7), 825–841. https://doi.org/10.1007/s10972-009-9173-4
Kuo, E., Hull, M. M., Elby, A., & Gupta, A. (2020). Assessing mathematical sensemaking in physics through calculation-concept crossover. Physical Review Physics Education Research, 16(2). https://doi.org/10.1103/PhysRevPhysEducRes.16.020109
Lenz, M., Emigh, P. J., Gire, E., & Hahn, K. T. (2019). Students’ Sensemaking Skills and Habits: Two Years Later. Physics Education Research.
Long, C. H., Windschitl, M., Bagley, S., & Jackson, K. (2023). Sensemaking in Elementary Science Classrooms through Coherent Lessons and Divergent Ideas.
Mansyur, J., Kaharu, S. N., & Holdsworth, J. (2020). A simple approach to teach newton’s third law. Jurnal Pendidikan IPA Indonesia, 9(1), 79–90. https://doi.org/10.15294/jpii.v9i1.21775
Megowan-Romanowicz, C. (2016). Whiteboarding: A Tool for Moving Classroom Discourse from Answer-Making to Sense-Making. The Physics Teacher, 54(2), 83–86. https://doi.org/10.1119/1.4940170
Odden, T. O. B. (2020). What does it mean to “make sense” of physics? The Physics Teacher. https://doi.org/https://doi.org/10.48550/arXiv.2012.15095
Odden, T. O. B. (2021). How conceptual blends support sensemaking: A case study from introductory physics. Science Education, 105(5), 989–1012. https://doi.org/10.1002/sce.21674
Odden, T. O. B., & Russ, R. S. (2018). Sensemaking epistemic game: A model of student sensemaking processes in introductory physics. Physical Review Physics Education Research, 14(2). https://doi.org/10.1103/PhysRevPhysEducRes.14.020122
Odden, T. O. B., & Russ, R. S. (2019). Defining sensemaking: Bringing clarity to a fragmented theoretical construct. Science Education, 103(1), 187–205. https://doi.org/10.1002/sce.21452
Riskawati, Andriani, A. A., Handayani, Y., & Nurfazlina. (2021). Analysis of Student Interests in the Department of Physics Education: University of Muhammadiyah Makassar. Physics Education Journal, 4(1), 32–43. https://www.depoedu.com
Sand, O. P., Odden, T. O. B., Lindstrøm, C., & Caballero, M. D. (2018). How computation can facilitate sensemaking about physics: A case study. Physics Education Research Conference. https://doi.org/10.1119/perc.2018.pr.Sand
Scherr, R. E., & Elby, A. (2020). Maryland Open Source Tutorials in Physics Sensemaking. https://www.physport.org/curricula/MD_OST/
Serhane, A., Debieche, M., Karima, B., & Zeghdaoui, A. (2020). Overcoming University Students’ Alternative Conceptions in Newtonian Mechanics. American Journal of Networks and Communications, 9(2), 22–29. https://doi.org/10.11648/j.ajnc.20200902.12
Sirnoorkar, A., Laverty, J. T., & Bergeron, P. D. O. (2023). Sensemaking and Scientific Modeling: Intertwined processes analyzed in the context of physics problem solving. Physical Review Physics Education Research, 19(1). http://arxiv.org/abs/2207.03939
Souto, P. C. do N., Dervin, B., & Savolainen, R. (2012). Designing for knowledge creation work: an exemplar application of sense-making methodology. RAI Revista de Administração e Inovação, 9(2), 274–297.
Steidtmann, L., Kleickmann, T., & Steffensky, M. (2023). Declining interest in science in lower secondary school classes: Quasi-experimental and longitudinal evidence on the role of teaching and teaching quality. Journal of Research in Science Teaching, 60(1), 164–195. https://doi.org/10.1002/tea.21794
Sujarwanto, E., & Putra, I. A. (2018). Conception of Motion as Newton Law Implementation among Students of Physics Education. Jurnal Pendidikan Sains, 6(4), 110–119. http://journal.um.ac.id/index.php/jps/
Sulaiman, F., Rosales, J. J., & Kyung, L. J. (2023). The Effectiveness of The Integrated STEM-PBL Physics Module on Students’ Interest, Sensemaking and Effort. Journal of Baltic Science Education, 22(1), 113–129. https://doi.org/10.33225/jbse/23.22.113
Suwasono, P., Sutopo, S., Handayanto, S. K., Mufti, N., Sunaryono, S., & Taufiq, A. (2023). Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion. Education Research International, 2023. https://doi.org/10.1155/2023/2283455
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and Managing A Differentiated Classroom. ASCD. www.ascd.org/books
Wood, A. K., Galloway, R. K., Sinclair, C., & Hardy, J. (2018). Teacher-student discourse in active learning lectures: case studies from undergraduate physics. Teaching in Higher Education, 23(7), 818–834. https://doi.org/10.1080/13562517.2017.1421630
Wu, H., Gong, W., & Yi, G. (2022). Exploration of the Relationships Among Epistemic Views of Physics, Conceptions of Learning Physics, and Approaches to Learning Physics for College Engineering Students. Science and Education. https://doi.org/10.1007/s11191-022-00385-5
Yerdelen-Damar, S., & Eryılmaz, A. (2021). Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition. Research in Science Education, 51(2), 547–575. https://doi.org/10.1007/s11165-018-9807-7
Zhao, F. F., & Schuchardt, A. (2021). Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science. In International Journal of STEM Education (Vol. 8, Issue 1). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1186/s40594-020-00264-x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal
.png)
.png)
.png)
.png)
