| The content mastery and epistemological effects of an integrated, Interactive Engagement (IE) model of physics instruction and of a traditional model of physics instruction were investigated. Three groups of high school students participated in the study, for which a quasi-experimental design was employed. A General physics class (n=21) served as the control group in the study, and received a traditional mode of instruction consisting of lecture, group problem solving, and laboratory exercises. A General physics class (n=28) and an Advanced physics class (n=30) served as the experimental groups in the study. These groups received an integrated, IE model of instruction consisting of lectures infused with ConcepTests (CTs) and Interactive Lecture Demonstrations (ILDs), group problem solving, laboratory exercises, and a protocol of Student Constructed Problems (SCP) and presentations. The data collection instruments employed in the study were the Force Concept Inventory (FCI) and Epistemological Beliefs Assessment for Physical Science (EBAPS). Significant differences in the average FCI normalized gains and EBAPS posttest scores were found between the Advanced physics experimental group and the General physics control group, and between the Advanced physics experimental group and the General physics experimental group. No significant difference was found between the two types of instruction with regard to the cognitive gains or epistemological development of males and females. The results of this study indicate that an integrated, IE model of instruction can concurrently promote the conceptual content mastery and epistemological development of Advanced physics students. Additional analyses revealed content-mastery benefits associated with the implementation of CT/ILD protocols and with interaction-based classroom activities. Physics teachers can utilize the results of this study to design instruction that attends to both the cognitive and epistemological needs of their students. |
