Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics

  title={Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics},
  author={Flavian Brian Fernandez},
  journal={Asia-Pacific Science Education},
Students experience thermal physics phenomena from a very young age, but in Singapore their formal science instruction occurs in Primary 3 or 4 (aged 9 or 10) and again in secondary school (aged 13 to 16). Hence, students often form alternative or incomplete scientific conceptions related to thermal physics well before they begin learning it in the science classroom. The team of teachers involved in this study, therefore, believed that traditional instruction would be largely ineffective… 


The study is grounded in the fact that in Southeast Asia, there are few studies on the effects of authentic, inquiry-based learning, or instruction in the field of Science education. This study

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