Learners’ Level of Conceptual Understanding and Misconceptions on the Special Theory of Relativity: Crafting Pedagogical Intervention in Teaching Complex Concepts in Science


Authors : Shaira M. Lansangan, LPT; Dr. Dennis G. Caballes

Volume/Issue : Volume 7 - 2022, Issue 6 - June

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/3PtTMWf

DOI : https://doi.org/10.5281/zenodo.6839069

This study focused on the non-STEM learners’ level of conceptual understanding and misconceptions about the Special Theory of Relativity. The participants were the 89 non-STEM learners identified through convenience sampling. A higher percentage distribution revealed that non-STEM learners have less to no understanding of the concepts on STR reflective of the pretest and post-test scores with several incorrect responses. This also showed that the learners lack understanding of the concept of mass-energy equivalence. A t-test for paired samples revealed that there is no significant difference in the pre-test and post-test scores of the learners which means that the conventional method of teaching and learning the concept may not be enough to address their conceptions. The researchers recommend exploring pedagogical interventions that promote interactive engagement coupled with a learning material that will simplify highly abstract scientific concepts for better student learning.

Keywords : Level of Conceptual Understanding, Special Theory of Relativity (SRT), Non-STEM Learners.

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