The effectiveness of visual resources for concept formation in science. An action research study

Abstract

This action research study explored the use of visual resources in science education taught to a class of lowest-streamed 12 to 13 year old male students. The major problem that was identified prior to this study was the lack of involvement and motivation which was the result of the opposition and indifference of these students towards the more traditional teaching approaches encountered. The integration of various visual aids into a teaching strategy that limited the amount of written material and exercises was adopted as an attempt to encourage the students to interact better in the science classroom. Therefore the study investigated the effectiveness of this new approach and visual resources in relation to concept formation, motivation, self confidence, and acquisition of the science terminology. A multiple method approach was designed to address the various research aims of this study. These included interviews that looked into the students' science concepts prior to and after the topic was delivered. Moreover the lessons' observations were recorded in a log-book, these were analysed daily to identify problems that needed to be addressed with the on going action research. The students' progress, end of topic test and annual science examinations were all analysed. The content analysis was performed by two investigators and the themes identified were discussed in the search for commonalities. The main findings of this study showed that this teaching approach resulted as highly beneficial to the students' motivation and self-confidence. These two factors also influenced the correct acquisition of the concepts and science terms learnt. Through the analysis other sub-themes emerged that in one way or another influenced the research's path, these were: external motivational factors, teacher's limitations, the students' need for feedback and the anxiousness shown towards assessment.