Enhancing Science Competence: Evaluating the Effects of Peer Instruction and Conceptual Questions on Theoretical, Axiological, and Applied Knowledge in Physics Education
Enhancing Science Competence: Evaluating the Effects of Peer Instruction and Conceptual Questions on Theoretical, Axiological, and Applied Knowledge in Physics Education

Summary/Abstract: This study evaluates the impact of the Peer Instruction method combined with Conceptual Questions on students’ science competence in physics. The research focused on three components of science competence: theoretical knowledge, axiological knowledge, and applied knowledge. Implemented over the 2023-2024 academic year in three 7th-grade classes, the method showed significant improvements in students’ theoretical knowledge and applied knowledge, particularly in solving problem situations and scientific language use. Axiological knowledge, including metacognition and attitude toward physics, improved moderately. Data analysis, including Shapiro-Wilk and Wilcoxon Paired Samples tests, indicated substantial enhancements in academic success and conceptual understanding. The study concludes that Peer Instruction effectively enhances science competence, though challenges remain in evaluating the application of definitions and measurement units. This approach promotes active learning and collaborative problem-solving, beneficial for comprehensive science education.

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