A Blended Approach of Jigsaw-4 and Problem-Solving Strategies in Preserv-ice Physics Teachers’ Understanding of Newton Laws of Motion Concepts and Their Affective Factors
| dc.contributor.advisor | Desta Gebeyehu (PhD) | |
| dc.contributor.author | Zerihun Anibo | |
| dc.date.accessioned | 2025-03-26T08:39:22Z | |
| dc.date.available | 2025-03-26T08:39:22Z | |
| dc.date.issued | 2024-03 | |
| dc.description.abstract | Education in the twenty-first century needs new, creative instructional approaches to teach, like the active learning method, to help students understand physics concepts better. The purpose of this study was to investigate the effects of Blended Approach of Jigsaw-4 problem-solving strat-egies on factual, conceptual understanding, procedural knowledge, problem-solving skills, moti-vation, and perception in a mechanics course, particularly on laws of motion, compared to the conventional method in the college of teacher education in the Southern Nation Nationality Peo-ples Regional State. In this study, 136 preservice physics teachers were chosen non-randomly from four colleges of teacher education. A quasi-experimental, non-random pretest-posttest re-search design with a mixed research method was used. Factual knowledge diagnostic tests, con-ceptual understanding tests, procedural knowledge tests, problem-solving skills tests, and phys-ics motivational questionnaires were administered to all groups as pretests and posttests. After the treatment, 24 preservice physics teachers, six from each group, were interviewed semi-structurally to collect data. In terms of data analysis, descriptive statistics, paired sample t-tests, and inferential statistics such as Analysis of Variance (ANOVA), post hoc tests were used for the analysis of the quantitative data, whereas deductive coding of verbal description was used for qualitative analysis. The findings of the quantitative analysis revealed statistically significant differences in preservice physics teachers' conceptual understanding, procedural knowledge, and problem-solving skills in learning laws of motion, which were found to be better after learn-ing through Jigsaw-4 problem-solving strategies. Concerning motivation, it was found that the blended Jigsaw-4 problem-solving strategy had a significantly superior effect over other prob-lem-solving strategies and conventional instruction. The interview analysis was drawn out using five major themes of pre-service physics teachers’ views: conceptualizing concepts of force view, the advantage of frictional force view, laws of inertia view, third law of motion view, and nature of frictional force view. It was found that preservice physics teachers' views improved more through Jigsaw-4 problem-solving strategies. In conclusion, the blended Jigsaw-4 problem-solving strategy using the TECMRER ( Thinking, Exploring, Choosing Strategies, Manipulation, Reflection, Evaluation, and Reteaching ) model improved learning of physics more than the Jig-saw-4 Techniques of Teaching, Problem-Solving Strategies, and conventional method. Finally, the researcher suggested that physics teacher educators have to use the Jigsaw-4 problem-solving strategy using the TECMRER model to develop the conceptual understanding, procedur-al knowledge, and problem-solving skills of preservice physics teachers in laws of motion con-cepts. Keywords: factual knowledge, procedural knowledge, conceptual understanding, problem-solving skill, Jigsaw-4-problem-solving strategy | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/5217 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | factual knowledge | |
| dc.subject | procedural knowledge | |
| dc.subject | conceptual understanding | |
| dc.subject | problem-solving skill | |
| dc.subject | Jigsaw-4-problem-solving strategy | |
| dc.title | A Blended Approach of Jigsaw-4 and Problem-Solving Strategies in Preserv-ice Physics Teachers’ Understanding of Newton Laws of Motion Concepts and Their Affective Factors | |
| dc.type | Thesis |