Volume 3, Issue 2, March 2014, Pages: 84-89
Received: Jan. 15, 2014;
Published: Feb. 20, 2014
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Chi-Jen Lin, Department of Applied Informatics, Fo Guang University, Yilan County, Taiwan
Ming-Hong Chiu, National Lo-Tung Senior High School, Yilan County, Taiwan
Physics instruction is difficult, especially for advanced knowledge acquisition. In the literature, many effective improvements on physics instruction were reported. On the other hand, multiple solution methods were considered as effective pedagogy for advanced knowledge acquisition, but there were only limited controlled studies on such methods. Therefore, the original goal of this study was to design a multiple solution method and perform quasi-experiments to investigate the effectiveness of the multiple solution method. The results of the experiments in this study indicated that no improvement was obtained with the multiple solution method. However, investigation of the experiment data and learning behavior of the subjects revealed that there was presumably a gender effect of the multiple solution method, a gender effect opposite to the ordinary one. Although the confirmation of the gender effect requires further investigation, this finding is interesting in that it may help point out a new direction to improve physics instruction design.
Gender Effect of Multiple Solution Method in High School Physics Learning, Education Journal.
Vol. 3, No. 2,
2014, pp. 84-89.
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