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The Utilization of the Feynman Technique in Paired Team Teaching Towards Enhancing Grade 10 ANHS Students’ Academic Achievement in Science
Abstract
Several scholars in the field of science instruction suggested that various challenges can hinder an individual in learning (Chin et al., 2016; Drinkwater et al., 2014; Huang et al., 2015). Furthermore, the help of other people enhances learning. This study applied the Feynman Technique and the practice of paired team teaching to identify the challenges of students in understanding the concept of evolution in a high school Biology class. The researchers tested 20 students from a Grade 10 Adult Night High School class of a private school in the Philippines. The control group took the class without the intervention while the experimental group was introduced to the intervention. Purposive sampling was used based on the student’s class standing before the experiment. A ten-item assessment on the evolution of horses was done after the experiment. The study revealed that there is not enough evidence to prove the existence of a significant difference in the results of the control group (M=6.646, SD=17.9) and the experimental group (M=6.653, SD=3.71) for the administered assessment; t(15) =1.75, p=0.05. It is recommended that the intervention should be tested in a larger population, regardless of grade level and a science subject. This is to validate what other variations of inputs can be created from the Feynman Technique.
Supplementary resource (1)
... Traditional classrooms are often structured in a way that does not cater to the diverse learning styles of students. This can result in disinterest and disengagement among slow learners (Ambion et al., 2020;Xiaofei et al., 2017). The Feynman Technique address this issue by promoting active learning. ...
Feynman Techniques have proven to be a game-changer in the field of education. The Feynman Techniques, developed by physicist Richard Feynman, provide a unique and effective approach to learning complex subjects. By breaking down information into simple terms and teaching it to others, slow learners can enhance their understanding and retention of material. This study aims to analyze revolutionary impact of the Feynman Techniques on slow learners in their journey from struggle to success. This research uses the Systematic Literature Review (SLR) method. The data collection stages in this research were carried out in search for and identify relevant data sources, carry out literature selection, and extract relevant data. This research uses thematic analysis methods to identify patterns, trends and main findings in the literature reviewed. This study found the principles behind the Feynman Techniques and highlights their practical application in educational settings. It also presents case studies and testimonials from slow learners who have experienced significant improvements in their academic performance and self-confidence after implementing these techniques. The findings suggest that the Feynman Techniques have the potential to revolutionize the way slow learners approach learning and achieve success.
Children are vulnerable to traffic injuries due to their low hazard perception. Previous studies have indicated that both parents and children have potential leading roles in safety education within the family. However, the effects of different leading roles (parents or children) on the hazard perception of children have not yet been revealed, and interactive education with children in the leading roles could also be an important means to enhance children's road safety. To fill this gap, based on constructivism theory and the Feynman learning method, this study proposed two methods of enhancing children's hazard perception based on different leading roles in the family regarding child road safety education and investigated the effectiveness of the above intervention methods. Thirty sets of parents and children participated in this experiment and were divided into three groups. The children received one of three different road safety interventions: a constructivism intervention, a parental guidance intervention or a children’s Feynman learning intervention. Compared with the constructivism intervention, the hazard perception of children who received road safety educations within the family were significantly improved; these children were more sensitive to potential traffic hazard factors and presented better visual search patterns. A comparative analysis showed that the two educational interventions based on different leading roles in the family regarding child road safety education were not identical with respect to effectiveness. The children’s Feynman learning intervention had a more significant effect than the parental guidance intervention. The findings of this study provide insightful information for safety education researchers, governments, educators and families with children.
It has been reported that students often leave the introductory physics classroom believing that physics is less connected to the real world than when they entered. In this paper we aim to complicate that narrative by considering students' experiences in an introductory physics for the life-sciences course that leverages students' disciplinary expertise in biology and chemistry as they learn physics. In a case study of three students, we probed the role of physics in their lives to challenge the typical interpretation of PER attitudinal and epistemological measures that aim to assess how students connect physics to their lives outside of the classroom. Although we find that our life-science students' rarely think of physics in their everyday lives, they make a variety of connections to the real world. We argue that in order to reflect students' rich disciplinary experiences, our understanding of how students connect physics to life outside the classroom needs to be nuanced or expanded.
A common approach for introducing students to a new science concept is to present them with multiple cases of the phenomenon and ask them to explore. The expectation is that students will naturally take advantage of the multiple cases to support their learning and seek an underlying principle for the phenomenon. However, the success of such tasks depends not only on the structure of the cases, but also the task that students receive for working with the examples. Two studies used contrasting cases in the context of teaching middle-school students about projectile motion. Using a simulation and the same set of cases for all students, students completed a traditional “compare and contrast” approach, or an instructional method called “inventing,” where students try to produce a single general explanation. The results show that inventing led to superior learning. Examination of student worksheets revealed that the “compare and contrast” instruction led students to focus mostly on the level of discrete, surface features of the phenomenon. Rather than trying to account for the variation across cases, students simply noticed each instance of it. In contrast, the inventing task led students to consider how the variations across the cases were related. As a result, “invent” students were more likely to search for and find the unifying functional relation. Driving towards an overall explanation is a fundamental tenet of science, and therefore, it is worthwhile to teach students to do the same.
Turning lectures into interactive, student-led question and answer sessions is known to increase learning, but enabling interaction in a large class seems an insurmountable task. This can discourage adoption of this new approach - who has time to individualize responses, address questions from over 200 students and encourage active participation in class? An approach adopted by a teaching team in large first-year classes at a research-intensive university appears to provide a means to do so. We describe the implementation of active learning strategies in a large first-year undergraduate physics unit of study, replacing traditional, content-heavy lectures with an integrated approach to question-driven learning. A key feature of our approach is that it facilitates intensive in-class discussions by requiring students to engage in preparatory reading and answer short writ¬ ten quizzes before every class. The lecturer uses software to rapidly analyze the student responses and identify the main issues faced by the students before the start of each class. We report the success of the integration of student preparation with this analysis and feedback framework, and the impact on the in-class discussions. We also address some of the difficulties commonly experienced by staff preparing for active learning classes. Copyright © 2014 The International Society for the Scholarship of Teaching and Learning
High school physics: An interactive instructional approach that meets the next generation science standards
- S Huang
- K Becker
- J A Mejia
- D Neilson
Huang, S., Becker, K., Mejia, J. A., and Neilson, D. "High school physics: An interactive
instructional approach that meets the next generation science standards." Journal of STEM Education:
Innovations and Research; Auburn, vol. 16, no. 1, pp. 31-40, 2015. Accessed September 23, 2019.
High school physics: An interactive instructional approach that meets the next generation science standards
- huang