Effectiveness of Transformative Learning Theory in Physics Laboratories of Physics Students of Mongolian National University of Education(MNUE)

Authors

  • Altangoo Ochirbat Department of Physics, School of Mathematics and Natural Sciences, Mongolian National University of Education, Ulaanbaatar, Mongolia
  • Gantuya Badarch Department of Physics, School of Mathematics and Natural Sciences, Mongolian National University of Education, Ulaanbaatar, Mongolia https://orcid.org/0000-0001-6323-6510
  • Batbold Khankhuu Department of Physics, School of Mathematics and Natural Sciences, Mongolian National University of Education, Ulaanbaatar, Mongolia

DOI:

https://doi.org/10.5564/lavai.v20i31.3889

Keywords:

Analysis, Disorientation, Physics, Transformative Learning

Abstract

As part of the conceptual reform of the curriculum, the orientation of changes in content, teaching methods, and evaluation are defined by the principles of “Simplifying Content, Amplifying Methodology, and Amplifying Process Evaluation”. In this study, we examined how Transformative Learning Theory can be applied to enhance students' scientific inquiry abilities in the "Practicum of Physics Experiment" course within the MNUE’s Physics Teacher Training Program. The discussion focuses on developing a teaching and learning method for the physics laboratory, rooted in Transformative Learning Theory, to improve the experimental proficiency of Physics students at MNUE. The findings of the experimental study demonstrate a notable enhancement in students' initial average score across various domains. Specifically, there was an increase of 2.57 points in conceptual knowledge, 2.61 points in planning skills, 2.75 points in the skills related to conducting experiments and collecting data, and 2.31 points in data analysis skills. When the students' laboratory performance evaluation results were analyzed using a t-test, the results showed t = -43.096 and p = 0.001, indicating a statistically significant differences between pre and post-test.

Downloads

Abstract
52
PDF
57

References

Amartuvshin.S. (2023). Exploring the Relationship Between Personal Values and Professional Attitude of Journalism Students. Lavai - International Journal of Education 18(28): 2-15. doi: https://doi.org/10.5564/lavai.v19i28.2799

Anne Z. Parker, & Mark, D.W. (2012). Transformative Learning and Sustainability. President Obama’s Interfaith and Community Service Campus Challenge. Boulder, Colorado.

Backus, L. (2005). A Year without Procedures. The Science Teacher 1: p.72:56.

Bell, B & Gilbert, J. (2005). Teacher Development: A Model From Science Education. London: Taylor & Francis e-Library. doi: https://doi.org/10.4324/9780203975145

Boyd, R.D. (1991). Personal Transformations in Small Groups. New York: Routledge.

Charity Johansson. (2008). An Integrative Model for Transformative Learning. Adult Education Research Conference. 2008(119). 5-15. doi: https://doi.org/10.1002/ace.301

Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco: Jossey-Bass.

Cranton, P. (1996). Professional Development as Transformative Learning: New Perspectives for Teachers of Adults. San Francisco: Jossey-Bass.

Deters, K.M. (2005). Student Opinions Regarding Inquiry-Based labs. Journal of chemical education, 82(8). doi: https://doi.org/10.1021/ed082p1178

Battulga, K., & Sandui, E. (2022). Determining the competencies of lifelong education teachers using the delphi method. Lavai-International Journal of Education, 18(27): 35-51. doi: https://doi.org/10.5564/lavai.v18i27.2496

Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.

Jadamba, B., Munkhjargal, D., Altangoo, O. (2023). Attitude its' triple structure. Ulaanbaatar: Tushig design.

Jones, M. (2009). Transformational Learners: Transformational Teachers. Australian Journal of Teacher Education, 34(2): 15-17. doi: https://doi.org/10.14221/ajte.2009v34n2.2

Kendi Muchungi, Charles Kingsbury, Annelise Dennis, Mai Skovgaard. (2021). Transformative learning. East Africa: Ashoka East Africa and INASP.

Kiviahdem, M. (2005). Effects of Authentic Learning and e-Learning in an Introductory Chemistry Laboratory Course. Nordic Studies in Science Education 1: 98. doi: https://doi.org/10.5617/nordina.499

Lawson, A.E. (2000). Managing the Inquiry Classroom: Problems & Solutions. The American Biology Teacher, 62(9), 641-648. doi: https://doi.org/10.2307/4451002

Mara Bangun Harahap. (2016). Implementation of Transformative Learning Theory In Improving The Metacognitive Knowledge of Physics Student of Institute Teachers' Education. 1st Annual International Seminar on Transformative Education and Educational Leadership AISTEEL, p. 241-244. doi: https://doi.org/10.2991/aisteel-17.2017.50

Merrill, M.D. (1991). Constructivism and Instructional Design. Educational Technology, 31(5): 45-53.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey Bass.

Mezirow, J. (1996). Contemporary Paradigms of Learning. Adult Education Quarterly, 46(3): 158-172. doi: https://doi.org/10.1177/074171369604600303

Mezirow, J. (1995). “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense ofthe Lifeworld. Albany: State University of New York Press.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New directions for adult and continuing education, 1997(74), 5-12. doi: https://doi.org/10.1002/ace.7401

Mongolian National University of Education. (2023). The framework for teacher training programs of MNUE. Ulaanbaatar.

Nancy, K. & DeJarnette. (2020). Professional Development for Science Teachers on Integrating STEM: A Case Study. Journal of Education and Culture Studies, 4(1) 56. doi: https://doi.org/10.22158/jecs.v4n1p56

Prades, A., & Espinar, S.R. (2010). Laboratory Assessment in Chemistry: An Analysis of the Adequacy of the Assessment Process. Assessment & Evaluation in Higher Education, 35, 2010 (4), 449-461. doi: https://doi.org/10.1080/02602930902862867

Sami Lehesvuori., et al. (2023). Student-centredness in physics laboratory teaching sessions. Learning, Culture and Social Interaction, 43, 2023, 1-12. doi: https://doi.org/10.1016/j.lcsi.2023.100773

Smith, E.M., & Holmes, N.G. (2021). Best practice for instructional labs. Nature Physics, 17(6): 662-663. doi: https://doi.org/10.1038/s41567-021-01256-6

Stripling, Barbara K. (2011). Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles. School of Information Studies. Dissertations. Syracuse University, New York

Taylor, E.W. (1998). The theory and practice of transformative learning: a critical review. Columbus, Ohio.

Tennant, M.C. (1993). Perspective transformation and adult development. Adult Education Quarterly, 44(1): 34-42. doi: https://doi.org/10.1177/0741713693044001003

Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?. Science Education, 87: 112-143. doi: https://doi.org/10.1002/sce.10044

Xiulin Ma, Yujuan Jia., Chenyu Fan., Xue Jiang. (2021). An Empirical Study on Improving the Learning Effect of Physics Experiment Course in High School by Simulation Experiment Software. Open Journal of Social Sciences, 9: 315.

Yunden, M. (2016). On the issue of developing cognitive action methods through experimental research. Lavai-International Journal of Education, 17: 94.

Downloads

Published

2024-12-27

How to Cite

Ochirbat, A., Badarch, G., & Khankhuu , B. (2024). Effectiveness of Transformative Learning Theory in Physics Laboratories of Physics Students of Mongolian National University of Education(MNUE). Lavai - International Journal of Education, 20(31), 47–56. https://doi.org/10.5564/lavai.v20i31.3889

Issue

Section

Articles