Lesson Exemplars in Electricity and Students’ Epistemological Beliefs

Abstract

The study evaluated the
 effects of a developed lesson exemplars in electricity integrating 
 computer simulations and constructivist approach on students' Epistemological Beliefs. Specifically, it 
 sought to determine how computer simulations, constructivist approach and Formativ
 e Assessment 
 Classroom Technique (FACT) can be integrated in the lesson exemplars in electricity; and evaluate the 
 effects of the developed lesson exemplars in the students’ Epistemological Beliefs.
 The investigation employed the pre
 -
 experimental single
 -
 gr
 oup pretest and posttest study using the 
 Epistemological Beliefs Assessment in Physical Sciences (EBAPS) questionnaire. The study was conducted 
 among seventy
 -
 two (72) Grade 10 students of a laboratory high school from a state university in the 
 Philippines.
 They were taught using Physics Educational Technology (PhET) and other web
 -
 based 
 simulations, constructivist approach, and formative assessment classroom technique.
 The results revealed that the over
 -
 all Epistemological Beliefs of the students did not cha
 nge significantly; 
 only along Nature of Knowing and Learning and Real
 -
 Life Applicability. 
 Generally, utilizing computer simulations and applying constructivist approach did not alter students' 
 epistemological beliefs in its entirety. However, it can be en
 gaging and effective in promoting students’ 
 understanding of Physics.