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Structural Knowledge Gains in Physics through Conceptual Questions and Peer Instruction

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Title: Structural Knowledge Gains in Physics through Conceptual Questions and Peer Instruction
Language: English
Authors: Mihail Calalb, Viorel Dabija
Source: Acta Didactica Napocensia. 2025 18(2):154-171.
Availability: Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Physics, Peer Relationship, Grade 8, Foreign Countries, Kinetics, Energy, Peer Teaching, Secondary School Students, Science Instruction, Science Achievement, Scientific Concepts, Concept Formation, Teaching Methods, Conventional Instruction, Lifelong Learning
Geographic Terms: Moldova
ISSN: 2065-1430
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 ([delta]M = +0.895, d = 0.534, p < 0.001), while no significant change occurred in the control group ([delta]M = -0.075, d = 0.044, p = 0.752). Correlation analyses demonstrated strong associations between final marks and both declarative (r = 0.902) and conditional knowledge (r = 0.905), particularly in the experimental group, where effect sizes exceeded z = 1.49. Procedural knowledge showed moderate correlations (r = 0.635). ANCOVA confirmed a significant group effect after controlling for pre-test scores (F(1,107) = 9.528, p = 0.003; [eta][superscript 2][subscript p] = 0.082), with the instructional method emerging as a consistent predictor of post-test performance beyond prior knowledge ([eta][superscript 2][subscript 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494786
Database: ERIC
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  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 ([delta]M = +0.895, d = 0.534, p &lt; 0.001), while no significant change occurred in the control group ([delta]M = -0.075, d = 0.044, p = 0.752). Correlation analyses demonstrated strong associations between final marks and both declarative (r = 0.902) and conditional knowledge (r = 0.905), particularly in the experimental group, where effect sizes exceeded z = 1.49. Procedural knowledge showed moderate correlations (r = 0.635). ANCOVA confirmed a significant group effect after controlling for pre-test scores (F(1,107) = 9.528, p = 0.003; [eta][superscript 2][subscript p] = 0.082), with the instructional method emerging as a consistent predictor of post-test performance beyond prior knowledge ([eta][superscript 2][subscript 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.
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