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ERIC Number: EJ990370
Record Type: Journal
Publication Date: 2012-Jun
Pages: 22
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1609-4913
Effect of the Four-Step Learning Cycle Model on Students' Understanding of Concepts Related to Simple Harmonic Motion
Madu, B. C.
Asia-Pacific Forum on Science Learning and Teaching, v13 n1 Article 4 Jun 2012
The study explored the efficacy of four-step (4-E) learning cycle approach on students understanding of concepts related to Simple Harmonic Motion (SHM). 124 students (63 for experimental group and 61 for control group) participated in the study. The students' views and ideas in simple Harmonic Achievement test were analyzed qualitatively. The students' views or ideas on the concepts related to SHM are first analyzed by identifying students' existing naive ideas (alternative conceptions) on the concepts. These naive ideas were reported in the way the students have written them. In the second analysis, the students' responses were analyzed by determining the number of students, who possess sound understanding, partial understanding and alternative ideas of the concepts. From their responses, before the treatment, it was observed that most students held alternative conception of the concepts related to SHM as shown in part one of the results. After the treatment, it was also observed that some students shifted their levels of understanding from alternative conceptions to partial or sound understanding. It was also found that the four-step learning cycle was statistically significant on teaching most of the concepts involving SHM but not on teaching amplitude and frequency. Based on the findings, it was suggested that Physics teachers should be encouraged to provide a classroom environment and an opportunity for students to explore their ideas and being willing to express and discuss these ideas. (Contains 1 figure and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria