The Evaluation of Conceptual Learning and Epistemological Beliefs on Physics Learning by Think-Pair-Share

Year 2018, Volume: 4 Issue: 1, 69 - 80, 31.01.2018

Tolga Gok

Abstract

The purpose of the research was to investigate the
effects of think pair share (TPS) instructional strategy on students'
conceptual learning and epistemological beliefs on physics and physics
learning. The research was conducted with two groups. One of the groups was the
experimental group (EG) and the other group was the control group (CG). 35
students in the experimental group were instructed with think pair share
instructional strategy while 36 students in the control group were instructed
with conventional, teacher-centered teaching. Data were collected using
"Mechanics Baseline Test (MBT)" which is used to monitor the
conceptual learning of the students, "Colorado Learning about Science
Survey (CLASS)" which is used to search for the epistemological beliefs on
physics and physics learning of the students and students' opinions about think
pair share instructional strategy. The results of the research revealed that
think pair share instructional strategy had more positive effect on students’
conceptual learning and epistemological beliefs on physics learning than
conventional teacher-centered teaching. The students in the experimental group
also changed their perspective on conceptual learning and found the
instructional strategy enjoyable. Besides, some suggestions based on the
findings were presented at the end of research.

Keywords

Conceptual learning, Epistemological beliefs, Physics education, Think pair share

References

• Gok, T. (2018). The evaluation of conceptual learning and epistemological beliefs on physics learning by think-pair-share. Journal of Education in Science, Environment and Health (JESEH), 4(1), 69-80.