Physics-related content is introduced into the Slovene school curriculum as early as primary school, through subjects such as Environmental Studies and Science and Technology. Teachers have the autonomy to choose their own teaching methods. When addressing physics-related topics in Science classes, teachers can approach these topics through experimental work, project-based learning, interdisciplinary teaching, technology-enhanced learning using digital tools, discussion and dialogue, or any other methods they deem most effective. The concept of oscillation is familiar to students due to its presence in nature and their experience with swings, yet they often find it difficult to understand and explain the functioning of pendulums. When dealing with more challenging topics, teachers are encouraged to use practical examples or alternative methods beyond traditional frontal instruction.
In this master’s thesis, I have examined which approaches to introducing new educational content are most effective and how they affect students’ knowledge, long-term retention, and motivation during lessons. I compared teaching approaches that incorporated experimental work with those that used technology and digital tools, specifically video recordings. The preparation phase included recording videos, designing experiments, creating assessments of students’ knowledge, and developing a motivation survey. Lessons were conducted using both teaching approaches across two fifth-grade classes.
The findings of the research diverged significantly from my initial assumptions. I had hypothesized that students taught through experimental work would achieve better results and find the lessons more motivating. Contrary to these expectations, the group of students who learned about oscillation and pendulum swings through video recordings performed better. The results suggest that, from the perspective of learning motivation, it is essential to adapt teaching methods to align with students’ individual learning preferences.
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