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Experimenting and Discussion (ED) learning package

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

ED is a learning package in which three physics sections of 85 students covered classical physics topics in an active-learning way using sequential task structures such as Predict-Observe-Explain and Observe-Explain-Predict-Test. Simple experiments treated phenomena for which students' alternative conceptions are well known: force and motion, pressure (hydrostatic, hydraulic, atmospheric, hydrodynamic), and heat, each across four sessions. The sequences activate existing knowledge and test it by comparing the predicted and the observed.

Design Implications

Context

Requirements

  • Simple experiments on phenomena with well-known alternative conceptions
  • Sequential predict-observe-explain style task structures

Constraints

Target Learners

  • senior high-school students (17-18 years)

Learning Goals

  • perceptions of physics learning as developing logical and creative thinking
  • classical physics concepts of force and motion, pressure, and heat

Claims

Examples

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Key Sources

  • Mirko Marušić & Josip Sliško. (2014). High-School Students Believe School Physics Helps in Developing Logical But not Creative Thinking: Active Learning Can Change This Idea. European J of Physics Education, Volume 5 Issue 4. http://www.edpsycinteractive.org/topics/affect/humed.html
Page metadata
Field Value
type design
id ed-learning-package
title Experimenting and Discussion (ED) learning package
description ED is a learning package in which three physics sections of 85 students covered classical physics topics in an active-learning way using sequential task structures such as Predict-Observe-Explain and Observe-Explain-P...
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — mirko-marušić-josip-sliško-2014

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