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THE EXAMPLES OF PHYSICS CONCEPTS FORMATION BY THE USE OF KWL STRATEGY

Year 2016, Volume: 4 , 162 - 164, 01.09.2016

Abstract

The goal of teaching should be to assist
the students in creating a full understanding of a concept. A student who has
formed a concept, knows more than just the definition of a term. Concept formation is deep conceptual learning rather than
superficial knowledge of a vocabulary word. The goal of every learning strategy
is to enable concept formation. The KWL strategy is
initially developed as an
instructional learning
strategy that is used to guide students through a
text;
therefore it is rarely applied in teaching physics
and science in general.
The KWL
strategy consists of: (1) accessing previous knowledge, (2) determining what
one wants to know and (3) recalling what is learned. This strategy is
designed in a form of a KWL chart
with three columns as an organizing instrument: (K)
What I Know,
(W) What I Want to know and (L) What
I
Learned?
The KWL
strategy
improves
comprehension and helps students in concept formation. It can be very useful in
teaching and learning physics, especially when the content should be learned
from text.
Instruction about implementation of KWL strategy in
physics classes and example of its use for formation physics concept force is given in this paper.

References

  • Blachowicz, C. & Ogle, D. (2008) Reading comprehension: Strategies for independent learners (New York, Guilford Press). Brozo, W. G. & Simpson, M. L. (1991) Readers, teachers, learners: Expanding literacy across the content areas (New Jersey, Merrill Prentice Hall). Bryan, J. (1998) K-W-L: Questioning the known, The Reading Teacher, 51(7), 618–620. Draper, J. D. (2002) School mathematics reform, constructivism, and a literacy: a case for literacy instruction in the reform-oriented math classroom, Journal of Adolescent & Adult Literacy, 45, 520–529. Gammill, D. M. (2006) Learning to write way, The Reading Teacher, 59(8), 754–762. Hewitt, P. G. (1990) Conceptually speaking, Science Teacher, 57(5), 54–57. Jared, E. J. & Jared, A. H. (1997) Launching into improved comprehension, The Technology Teacher, 56(6), 24–31. Martorella, P. H., Beal, C. M. A. & Bolıck, C. M. (2005) Teaching Social Studies in Middle and Secondary Schools (New Jersey, Merrill Prentice Hall). Ogle, D. (2009) Creating contexts for Inquiry: from KWL to PRC2, Knowledge Quest, 38(1), 56–61. Taslidere E. & Eryilmaz A. (2012) The Relative Effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach, Research in Science Education, 42(2), 181-199. Tok, S. (2013) Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills, Metacognition Learning 8: 193–212.
Year 2016, Volume: 4 , 162 - 164, 01.09.2016

Abstract

References

  • Blachowicz, C. & Ogle, D. (2008) Reading comprehension: Strategies for independent learners (New York, Guilford Press). Brozo, W. G. & Simpson, M. L. (1991) Readers, teachers, learners: Expanding literacy across the content areas (New Jersey, Merrill Prentice Hall). Bryan, J. (1998) K-W-L: Questioning the known, The Reading Teacher, 51(7), 618–620. Draper, J. D. (2002) School mathematics reform, constructivism, and a literacy: a case for literacy instruction in the reform-oriented math classroom, Journal of Adolescent & Adult Literacy, 45, 520–529. Gammill, D. M. (2006) Learning to write way, The Reading Teacher, 59(8), 754–762. Hewitt, P. G. (1990) Conceptually speaking, Science Teacher, 57(5), 54–57. Jared, E. J. & Jared, A. H. (1997) Launching into improved comprehension, The Technology Teacher, 56(6), 24–31. Martorella, P. H., Beal, C. M. A. & Bolıck, C. M. (2005) Teaching Social Studies in Middle and Secondary Schools (New Jersey, Merrill Prentice Hall). Ogle, D. (2009) Creating contexts for Inquiry: from KWL to PRC2, Knowledge Quest, 38(1), 56–61. Taslidere E. & Eryilmaz A. (2012) The Relative Effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach, Research in Science Education, 42(2), 181-199. Tok, S. (2013) Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills, Metacognition Learning 8: 193–212.
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Details

Journal Section Articles
Authors

Zekri Zouhor This is me

Mariana Jaškov This is me

İvana Bogdanovıć This is me

Publication Date September 1, 2016
Published in Issue Year 2016 Volume: 4

Cite

APA Zouhor, Z., Jaškov, M., & Bogdanovıć, İ. (2016). THE EXAMPLES OF PHYSICS CONCEPTS FORMATION BY THE USE OF KWL STRATEGY. The Eurasia Proceedings of Educational and Social Sciences, 4, 162-164.