Speaker
Mr
Pattarawut Chaweewong
(Department of physics, Faculty of Science, Ubon Ratchathani University, Thailand, 34190)
Description
The purpose of this study was to examine student responses to a task relating to Boyle's law, Charles’s law and kinetic energy for gases, which did not demand the use of a mathematical equation for its solution. The target group was 33 students in grade 11 from Ummaoprachasan School, Amphur Thatphanom, Nakhonphanom province. All students studied in the second semester of academic year 2014. The group pretest-posttest design was employed in this study. The research instruments consisted of lesson plans based on peer instruction, diagnostic test, and a set of experiments relating to Charles’s law and kinetic energy for gases, respectively. The data were analyzed by using the average percentage, standard deviation and t-test.
Summary
The results showed that there was statistically significant mean difference between the pre-test and post-test (p < .05). After learning by the peer instruction approach, the number of students had more correct conceptual understanding of Charles’s law and kinetic energy for gases compared with before learning. This research indicates that physics teachers should enhance students’ understanding of Charles’s law and kinetic energy for gases with active learning approach.
Primary author
Mr
Pattarawut Chaweewong
(Department of physics, Faculty of Science, Ubon Ratchathani University, Thailand, 34190)
Co-author
Dr
Udom Tipparach
(Department of physics, Faculty of Science, Ubon Ratchathani University, Thailand, 34190)
