Physical Review Physics Education Research (Sep 2024)

Effectiveness of conceptual-framework-based instruction on promoting knowledge integration in learning simple electric circuit

  • Zengze Liu,
  • Sudong Pan,
  • Lei Bao

DOI
https://doi.org/10.1103/PhysRevPhysEducRes.20.020113
Journal volume & issue
Vol. 20, no. 2
p. 020113

Abstract

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Student learning in simple electric circuits has been an important area in physics education research. This study builds off a previous investigation that applied the conceptual framework model to examine knowledge integration in student learning of simple electric circuits and developed a multiple-choice concept test for assessing knowledge integration in simple electric circuits. In this study, a conceptual-framework-based teaching intervention was developed and implemented in a controlled study with high school students in China to evaluate the effectiveness of the new instruction. Using the instrument developed in the previous study, a pretest, a post-test, and a delayed post-test were conducted with both groups of students. The delayed post-test was included to further evaluate knowledge retention as evidence of knowledge integration. The results suggest that the conceptual-framework-based teaching intervention was effective in promoting knowledge integration compared to the existing instruction.