View in EDS PDF Full Text

STRUCTURAL KNOWLEDGE GAINS IN PHYSICS THROUGH CONCEPTUAL QUESTIONS AND PEER INSTRUCTION.

Saved in:
Bibliographic Details
Title: STRUCTURAL KNOWLEDGE GAINS IN PHYSICS THROUGH CONCEPTUAL QUESTIONS AND PEER INSTRUCTION.
Authors: CALALB, Mihail1 calalb.mihai@upsc.md, DABIJA, Viorel2 dabija.viorel95@gmail.com
Source: Acta Didactica Napocensia. 2025, Vol. 18 Issue 2, p154-171. 18p.
Subject Terms: *Physics education, *Academic achievement, *Critical thinking, *Peer teaching, *Science education, *Self-regulated learning, *Teaching methods, Electrokinetics
Geographic Terms: Moldova
Abstract: This study examines the impact of integrating Conceptual Questions and Big Scientific Ideas (BSI) within Peer Instruction cycles on students' conceptual development in physics, with a focus on lifelong learning (LLL) competencies. Conducted in four 8th-grade classrooms in Moldova (N = 110), the intervention targeted a six-lesson unit on Electrokinetics. Two classes (n = 57) received instruction embedded with Conceptual Questions and peer dialogue, while two others (n = 53) followed traditional instruction. Results show that students in the experimental group achieved significantly higher post-test scores (M = 7.37, SD = 2.23) compared to the control group (M = 5.98, SD = 2.14), with a strong negative skew (skewness = -0.585) indicating a higher concentration of top scores (mode = 10). Paired-samples t-tests revealed a meaningful gain in the experimental group (ΔM = +0.895, d = 0.534, p < .001), while no significant change occurred in the control group (ΔM = -0.075, d = 0.044, p = .752). Correlation analyses demonstrated strong associations between final marks and both declarative (r = .902) and conditional knowledge (r = .905), particularly in the experimental group, where effect sizes exceeded z = 1.49. Procedural knowledge showed moderate correlations (r = .635). ANCOVA confirmed a significant group effect after controlling for pre-test scores (F(1,107) = 9.528, p = .003; n²p = 0.082), with the instructional method emerging as a consistent predictor of post-test performance beyond prior knowledge (n²p = 0.399). These findings validate the use of Conceptual Questions as a scalable strategy for enhancing conceptual reasoning, contextual transfer, and metacognitive engagement in physics education. The approach not only improved learning outcomes but also reduced variability and fostered equitable performance growth across diverse student profiles. Thus, embedding BSI and Conceptual Questions into instructional design can meaningfully advance LLL competencies without requiring curricular overhaul. [ABSTRACT FROM AUTHOR]
Copyright of Acta Didactica Napocensia is the property of Acta Didactica Napocensia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 190739272
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: STRUCTURAL KNOWLEDGE GAINS IN PHYSICS THROUGH CONCEPTUAL QUESTIONS AND PEER INSTRUCTION.
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22CALALB%2C+Mihail%22&quot;&gt;CALALB, Mihail&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt;&lt;i&gt; calalb.mihai@upsc.md&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22DABIJA%2C+Viorel%22&quot;&gt;DABIJA, Viorel&lt;/searchLink&gt;&lt;relatesTo&gt;2&lt;/relatesTo&gt;&lt;i&gt; dabija.viorel95@gmail.com&lt;/i&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Acta+Didactica+Napocensia%22&quot;&gt;Acta Didactica Napocensia&lt;/searchLink&gt;. 2025, Vol. 18 Issue 2, p154-171. 18p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physics+education%22&quot;&gt;Physics education&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Academic+achievement%22&quot;&gt;Academic achievement&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Critical+thinking%22&quot;&gt;Critical thinking&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Peer+teaching%22&quot;&gt;Peer teaching&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Science+education%22&quot;&gt;Science education&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Self-regulated+learning%22&quot;&gt;Self-regulated learning&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teaching+methods%22&quot;&gt;Teaching methods&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Electrokinetics%22&quot;&gt;Electrokinetics&lt;/searchLink&gt;
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Moldova%22&quot;&gt;Moldova&lt;/searchLink&gt;
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the impact of integrating Conceptual Questions and Big Scientific Ideas (BSI) within Peer Instruction cycles on students&#39; conceptual development in physics, with a focus on lifelong learning (LLL) competencies. Conducted in four 8th-grade classrooms in Moldova (N = 110), the intervention targeted a six-lesson unit on Electrokinetics. Two classes (n = 57) received instruction embedded with Conceptual Questions and peer dialogue, while two others (n = 53) followed traditional instruction. Results show that students in the experimental group achieved significantly higher post-test scores (M = 7.37, SD = 2.23) compared to the control group (M = 5.98, SD = 2.14), with a strong negative skew (skewness = -0.585) indicating a higher concentration of top scores (mode = 10). Paired-samples t-tests revealed a meaningful gain in the experimental group (ΔM = +0.895, d = 0.534, p &lt; .001), while no significant change occurred in the control group (ΔM = -0.075, d = 0.044, p = .752). Correlation analyses demonstrated strong associations between final marks and both declarative (r = .902) and conditional knowledge (r = .905), particularly in the experimental group, where effect sizes exceeded z = 1.49. Procedural knowledge showed moderate correlations (r = .635). ANCOVA confirmed a significant group effect after controlling for pre-test scores (F(1,107) = 9.528, p = .003; n&#178;p = 0.082), with the instructional method emerging as a consistent predictor of post-test performance beyond prior knowledge (n&#178;p = 0.399). These findings validate the use of Conceptual Questions as a scalable strategy for enhancing conceptual reasoning, contextual transfer, and metacognitive engagement in physics education. The approach not only improved learning outcomes but also reduced variability and fostered equitable performance growth across diverse student profiles. Thus, embedding BSI and Conceptual Questions into instructional design can meaningfully advance LLL competencies without requiring curricular overhaul. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: &lt;i&gt;Copyright of Acta Didactica Napocensia is the property of Acta Didactica Napocensia and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190739272
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.24193/adn.18.2.13
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 154
    Subjects:
      – SubjectFull: Physics education
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Peer teaching
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Electrokinetics
        Type: general
      – SubjectFull: Moldova
        Type: general
    Titles:
      – TitleFull: STRUCTURAL KNOWLEDGE GAINS IN PHYSICS THROUGH CONCEPTUAL QUESTIONS AND PEER INSTRUCTION.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: CALALB, Mihail
      – PersonEntity:
          Name:
            NameFull: DABIJA, Viorel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 20651430
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Acta Didactica Napocensia
              Type: main
ResultId 1