Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces
This study investigated the challenges and opportunities presented to students while drawing conceptual diagrams, through the lens of social constructivist perspectives. Interpretive analysis of student-generated diagrams and their interactions revealed that Year 7 students’ understanding of the con...
| Main Author: | |
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| Format: | Thesis |
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Curtin University
2024
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| Online Access: | http://hdl.handle.net/20.500.11937/95161 |
| _version_ | 1848765973223440384 |
|---|---|
| author | Tenzin, Sherab |
| author_facet | Tenzin, Sherab |
| author_sort | Tenzin, Sherab |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study investigated the challenges and opportunities presented to students while drawing conceptual diagrams, through the lens of social constructivist perspectives. Interpretive analysis of student-generated diagrams and their interactions revealed that Year 7 students’ understanding of the concept of balanced and unbalanced forces improved over time, however, their development differed based on their prior knowledge and involvement in discussions. The findings show that drawing diagrams support activities that enhance students’ conceptual understanding. |
| first_indexed | 2025-11-14T11:43:45Z |
| format | Thesis |
| id | curtin-20.500.11937-95161 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:43:45Z |
| publishDate | 2024 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-951612024-05-27T00:35:32Z Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces Tenzin, Sherab This study investigated the challenges and opportunities presented to students while drawing conceptual diagrams, through the lens of social constructivist perspectives. Interpretive analysis of student-generated diagrams and their interactions revealed that Year 7 students’ understanding of the concept of balanced and unbalanced forces improved over time, however, their development differed based on their prior knowledge and involvement in discussions. The findings show that drawing diagrams support activities that enhance students’ conceptual understanding. 2024 Thesis http://hdl.handle.net/20.500.11937/95161 Curtin University fulltext |
| spellingShingle | Tenzin, Sherab Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces |
| title | Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces |
| title_full | Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces |
| title_fullStr | Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces |
| title_full_unstemmed | Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces |
| title_short | Developing Conceptual Understanding through Diagrams: Year 7 Students' Learning of Balanced and Unbalanced Forces |
| title_sort | developing conceptual understanding through diagrams: year 7 students' learning of balanced and unbalanced forces |
| url | http://hdl.handle.net/20.500.11937/95161 |