THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION

Ivana Z. Bogdanović; Dušica D. Rodić; Tamara N. Rončević; Jelena D. Stanisavljević; Zekri A. M. Zouhor

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THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION

Title	THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION
Publication Type	Journal Article
Year of Publication	2022
Authors	Ivana Z. Bogdanović, Rodić, DD, Rončević, TN, Stanisavljević, JD, Zekri A. M. Zouhor
Journal	Journal of Baltic Science Education
Volume	21
Issue	3
Start Page	366-380
Pagination	Continuous
Date Published	June/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	metacognitive awareness, physics education, quasi-experimental research, students’ achievement, students’ comments
Abstract	The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students’ physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students’ comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students’ achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students’ comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.
URL	https://oaji.net/articles/2022/987-1656443394.pdf
DOI	10.33225/jbse/22.21.366
Refereed Designation	Refereed
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