Authors :
Shaira M. Lansangan, LPT; Dr. Dennis G. Caballes
Volume/Issue :
Volume 7 - 2022, Issue 6 - June
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3PtTMWf
DOI :
https://doi.org/10.5281/zenodo.6839069
Abstract :
This study focused on the non-STEM learners’
level of conceptual understanding and misconceptions
about the Special Theory of Relativity. The participants
were the 89 non-STEM learners identified through
convenience sampling. A higher percentage distribution
revealed that non-STEM learners have less to no
understanding of the concepts on STR reflective of the pretest and post-test scores with several incorrect responses.
This also showed that the learners lack understanding of
the concept of mass-energy equivalence. A t-test for paired
samples revealed that there is no significant difference in
the pre-test and post-test scores of the learners which
means that the conventional method of teaching and
learning the concept may not be enough to address their
conceptions. The researchers recommend exploring
pedagogical interventions that promote interactive
engagement coupled with a learning material that will
simplify highly abstract scientific concepts for better
student learning.
Keywords :
Level of Conceptual Understanding, Special Theory of Relativity (SRT), Non-STEM Learners.
This study focused on the non-STEM learners’
level of conceptual understanding and misconceptions
about the Special Theory of Relativity. The participants
were the 89 non-STEM learners identified through
convenience sampling. A higher percentage distribution
revealed that non-STEM learners have less to no
understanding of the concepts on STR reflective of the pretest and post-test scores with several incorrect responses.
This also showed that the learners lack understanding of
the concept of mass-energy equivalence. A t-test for paired
samples revealed that there is no significant difference in
the pre-test and post-test scores of the learners which
means that the conventional method of teaching and
learning the concept may not be enough to address their
conceptions. The researchers recommend exploring
pedagogical interventions that promote interactive
engagement coupled with a learning material that will
simplify highly abstract scientific concepts for better
student learning.
Keywords :
Level of Conceptual Understanding, Special Theory of Relativity (SRT), Non-STEM Learners.