An Action Research project exploring pedagogical approaches to reduce misconceptions in Year 4 primary physics

Crompton-Muir, Jennifer (2023). An Action Research project exploring pedagogical approaches to reduce misconceptions in Year 4 primary physics. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.

This dissertation was produced by a student studying the Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth. The research showcased here achieved a Distinction.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
Copyright resides with the author.

DOI: https://doi.org/10.21954/ou.ro.000175ae

Abstract

In England, research suggests that learners are progressing through their science education retaining physics misconceptions. This study explores the learner experience, through the pedagogical approach of guided practice, to learn the concept of ‘light reflection’. This mixed-methods action research study focuses in on the learning experience of 4 case-learners to gain an in-depth insight into the learner experience and how their learning progresses and develops. From questionnaires, observations and interviews, data collected supported the research conclusions that exploration, modelling, and collaborative learning were central themes to providing a positive learner experience to bridge from preconception to correct scientific knowledge.

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