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COMPARING TEXTUAL, VISUAL AND PRACTICAL METHODS FOR TEACHING PHYSICS

Lazar Radenković, Miodrag Radović, Ljubiša Nešić

DOI Number
10.2298/FUPCT1803267R
First page
267
Last page
283

Abstract


The same material about friction was covered by the same teacher in three different ways: using only verbal and textual means of communication (text group), using visual aids (diagram group) and using simple experiments (experiment group). The conceptual understanding of each group was evaluated using a test developed for this research. The scores were similar across the groups.

 

HIGHLIGHTS

  • We used friction examples to compare three methods for teaching physics: textual, visual and practical.
  • The first group of students had the textual version of the lesson, with no drawings or diagrams.
  • The second group of students had the usual class, in which the verbal explanation is accompanied by drawings and diagrams on the board.
  • The third group had the complete bundle – verbal explanations, diagrams on the board, and a chance to conduct simple experiments.
  • The effectiveness of teaching methods was evaluated using a conceptual test developed for this research. The scores of all groups were very similar.

Keywords

classroom experiments, lecture demonstrations, friction, conceptual learning

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References


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