A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics
DOI:
https://doi.org/10.33830/ijrse.v7i1.1716Keywords:
Preservice teachers, Conceptual understanding, Physics, Mnemonics, Classroom interventionAbstract
This quantitative classroom intervention study investigates the effectiveness of using mnemonics to enhance conceptual understanding of the topic of proprieties of waves in physics among preservice teachers. The sample comprises 30 final year Natural Science & Health Education undergraduate students at a university in Namibia. The research aims to assess the impact of a targeted mnemonic intervention in grasping physics concepts. Participants’ initial conceptual understanding of the concepts in the topic of proprieties of waves in physics is evaluated through pre-intervention assessments. Subsequently, a carefully designed mnemonic-based instructional intervention is implemented over a defined period. Post-intervention assessments measure the effectiveness of the intervention, comparing the participants’ conceptual understanding before and after the mnemonic-based teaching. Potential findings revealed significant improvements in the participants’ conceptual understanding of the concepts in the topic of properties of waves following the intervention. The study also explores the participants’ feedback on the use of mnemonics, providing insights into their perceptions of its effectiveness as a pedagogical tool. This research contributes to the broader field of science education by offering evidence-based strategies to enhance the preparation of preservice teachers, particularly in the challenging domain of physics, ultimately fostering more effective and engaging teaching practices in the future.
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