Please use this identifier to cite or link to this item: https://biore.bio.bg.ac.rs/handle/123456789/4584
Title: THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION
Authors: Bogdanović, Ivana Z.
Rodić, Dušica D.
Rončević, Tamara N.
Stanisavljević, Jelena 
Zouhor, Zekri A. M.
Keywords: metacognitive awareness;physics education;quasi-experimental research;students’ achievement;students’ comments
Issue Date: Jun-2022
Rank: M23
Publisher: Scientia Socialis Ltd.
Citation: {THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION},Ivana Z. Bogdanović, Dušica D. Rodić, Tamara N. Rončević, Jelena D. Stanisavljević, Zekri A. M. Zouhor Journal of Baltic Science Education,volume 21, {2022}, {366-380}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/22.21.366}, url = {https://oaji.net/articles/2022/987-1656443394.pdf},
Journal: Journal of Baltic Science Education
Abstract: 
The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students’ physics achievement (estimated with knowledge tests) and
metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students’ comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students’ achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics chievement and metacognitive awareness of both boys and girls. Furthermore, the students’ comments on
the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.
URI: https://biore.bio.bg.ac.rs/handle/123456789/4584
ISSN: 1648-3898
2538-7138
DOI: 10.33225/jbse/22.21.366
Appears in Collections:Journal Article

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