The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter

Ines Nuić; Saša Aleksej Glažar

doi:10.29333/ejmste/114483

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Ines Nuić ¹ ^* , Saša Aleksej Glažar ²

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¹ University of Sarajevo, BOSNIA AND HERZEGOVINA² University of Ljubljana, SLOVENIA^* Corresponding Author

Abstract

E-learning strategies for the teaching unit Structure and States of Matter were developed. Students’ achievements and the percentages of misconceptions were compared between experimental groups taught using web-based learning material (WBLM) used as homework after conventional teaching at school (EG1), and at school settings (EG2) with the control group (CG) taught with the teacher-centred approach. The results indicated that WBLM has potential in teaching since EG1 and EG2 students had higher achievements than CG students did on tests of knowledge. Appropriate statistical procedures were used to control the effects of students’ verbal and non-verbal intelligence, as well as their prior knowledge regarding the Particulate Nature of Matter. Certain misconceptions were also revealed in all groups of students, mostly related to transferring macroscopic properties to submicroscopic particles.

Keywords

structure and states of matter
web-based learning material
students’ achievements
misconception
macroscopic level
submicroscopic level

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 2, Article No: em1823

https://doi.org/10.29333/ejmste/114483

Publication date: 17 Dec 2019

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How to cite this article

APA

Nuić, I., & Glažar, S. A. (2020). The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter. Eurasia Journal of Mathematics, Science and Technology Education, 16(2), em1823. https://doi.org/10.29333/ejmste/114483

Vancouver

Nuić I, Glažar SA. The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter. EURASIA J Math Sci Tech Ed. 2020;16(2):em1823. https://doi.org/10.29333/ejmste/114483

AMA

Nuić I, Glažar SA. The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter. EURASIA J Math Sci Tech Ed. 2020;16(2), em1823. https://doi.org/10.29333/ejmste/114483

Chicago

Nuić, Ines, and Saša Aleksej Glažar. "The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 2 (2020): em1823. https://doi.org/10.29333/ejmste/114483

Harvard

Nuić, I., and Glažar, S. A. (2020). The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter. Eurasia Journal of Mathematics, Science and Technology Education, 16(2), em1823. https://doi.org/10.29333/ejmste/114483

MLA

Nuić, Ines et al. "The Effect of e-Learning Strategy at Primary School Level on Understanding Structure and States of Matter". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 2, 2020, em1823. https://doi.org/10.29333/ejmste/114483