Scientific Explanation of Phenomena and Concept Formation as Correlates of Students’ Understanding of Physics Concepts

  • Oluwatomisin Marvellous Ogundeji University of Nigeria-Nsukka
  • Barnabas Chidi Madu University of Nigeria-Nsukka
  • Clement Chizoba Onuya University of Nigeria-Nsukka

Abstract

The significant facet of Science Education is to make Science relevant in Students’ learning. This involves the ability to draw in examples from daily contexts to begin with the learning or to apply concepts learnt into familiar everyday phenomena. The main purpose of this study was to find out the relationship between scientific explanation of phenomena and concept formation on students’ understanding of physics concepts. The study adopted correlational research design. The sample size for this study consisted of 385 Senior Secondary 3 Physics Students for the 2015/2016 academic session in Government owned secondary schools in Akure Education Zone of Ondo State. The findings of the study revealed among others that there exists a statistically significant positive relationship and certain proportion of variation among students’ scientific explanation of phenomena, scientific concept formation and students’ understanding of physics concepts. Also, there was a statistically significant relationship between the linear combination of students’ scientific explanation of phenomena and concept formation on students’ understanding of physics concepts. The implication from the findings was that students’ scientific explanation of phenomena and concept formation are major factors in determining students’ understanding of physics concepts. The educational implications of the findings were highlighted and recommendations were equally made. One of the recommendations is that; Physics teachers, the Authors and Publishers of physics textbooks should take illustrations by models beyond their physical limitations to involve application of physics concepts learnt into phenomena that students observe and experience around them.

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Published
2019-08-28
How to Cite
OGUNDEJI, Oluwatomisin Marvellous; MADU, Barnabas Chidi; ONUYA, Clement Chizoba. Scientific Explanation of Phenomena and Concept Formation as Correlates of Students’ Understanding of Physics Concepts. European Journal of Physics Education, [S.l.], v. 10, n. 3, p. 10-19, aug. 2019. ISSN 1309-7202. Available at: <http://eu-journal.org/index.php/EJPE/article/view/240>. Date accessed: 17 sep. 2019. doi: https://doi.org/10.20308/ejpe.v10i3.240.
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Articles