The Integration of Fund of Knowledge in the Hybridization Cognitive Strategy to Enhance Secondary Students’ Understanding of Physics Optical Concepts and Remediating Their Misconceptions

The objective of this study was to investigate the effectiveness of integrating the fund of knowledge in the hybridization cognitive strategy to enhance conceptual understanding and remediating misconceptions in physics optics. For this purpose, the quantitative Physics Optics Conceptual Test (POCT) was employed. The test consisted of 10 multiple-choice items and 10 structured questions that were administered as a pre-test and a post-test to 127 secondary science students in four intact classes of one Technical School. Two classes of different cognitive levels were labelled as the treatment group (N = 63) which were instructed using the hybridization cognitive strategy and the other two classes of different cognitive levels were labelled as the comparison group (N = 64) which were instructed using traditional designed physics instruction. A two-way between-groups analysis of variance was conducted to explore the impact of the teaching strategy and students’ achievement on the post-test scores of the POCT. The result showed that the integration of the fund of knowledge in the hybridization cognitive strategy can enhance the conceptual understanding of physics optics concepts not only for higher cognitive level students, but could also benefit lower cognitive level of students at the same time.

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