Feynman Technique as a Heutagogical Learning Strategy for Independent and Remote Learning
DOI:
https://doi.org/10.32871/rmrj2109.02.06Keywords:
heutagogy, learning strategy, independent learning, remote learning, experimental research, new normal in educationAbstract
The Feynman Technique is a mental model and learning strategy used to simplify any complex information. This study endeavors to provide empirical evidence on the effectiveness of the Feynman Technique as a heutagogy-based learning strategy that fits the e-learning landscape. Utilizing true experimental research design, grades 4, 7, and 11 students from typical elementary and national high schools were randomly assigned to experimental and control groups and underwent pre- and posttests. Using two-sample and paired T-tests, results show that students under the experimental group, which applied the Feynman Technique, showed higher posttest scores and learning gains than those in the control group. Hence, this study proves that the Feynman Technique can be an effective tool to improve K-12 students’ learning, especially now given the new learning delivery modalities.
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Program: A Framework For Letran’s Instructional
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https://bit.ly/3ezJfHX
Wong, C. L., Chu, H. E., & Yap, K. C. (2014). Developing
a framework for analyzing definitions: A
study of the Feynman Lectures. International
Journal of Science Education, 36(15), 2481-2513.
https://doi.org/10.1080/09500693.2014.893594
Adults. Inquirer October 08, 2020 issue.
https://bit.ly/3mZe3ow
Arlego, M., & Fanaro, M.D. (2017). Light and matter
diffraction from the unified viewpoint of
Feynman's Sum of all Paths. European Journal
of Physics Education, 8, 16-26.
https://doi.org/10.20308/ejpe.v8i2.164
Battaglia, O. R., Di Paola, B., & Fazio, C. (2017).
K-means Clustering to Study How Student
Reasoning Lines Can Be Modified by a
Learning Activity Based on Feynman’s
Unifying Approach. Eurasia Journal of
Mathematics, Science and Technology
Education, 13(6), 2005-2038.
https://doi.org/10.12973/eurasia.2017.01211a
Blaschke, L. M., & Hase, S. (2016). Heutagogy:
A holistic framework for creating twentyfirst-
century self-determined learners. In
The future of ubiquitous learning (pp. 25-40).
Springer, Berlin, Heidelberg.
https://doi.org/10.1007/978-3-662-47724-3
Bloom, B. S. (1956). Taxonomy of educational
objectives. Vol. 1: Cognitive domain. New
York: McKay, 20(24), 1. https://bit.ly/3F24zT3
Brockett, R. G., and Hiemstra, R. (1991) A
Conceptual Framework for Understanding
Self-Direction in Adult Learning. Self- Direction in Adult Learning:
Perspectives on Theory, Research, and Practice.
https://doi.org/10.4324/9780429457319
Campbell, D. T., & Stanley, J. C. (2015). Experimental
and Quasi-Experimental Designs for Research.
https://doi.org/10.1016/j.amj.2006.09.001
De Luca, R. (2012). Feynman's and Ohta's
Models of a Josephson Junction. European
Journal of Physics, 33(6), 1547.
https://doi.org/10.1088/0143-0807/33/6/1547
DepEd (2020). DepEd prepares Self-Learning
Modules for Education's New Normal.
https://bit.ly/2U3Jd1x
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg,
A., & Sicilia, N. (2018). Blended learning: the
new normal and emerging technologies.
International journal of educational technology
in Higher education, 15(1), 1-16.
https://doi.org/10.1186/s41239-017-0087-5
Einstein, A. (n.d.) Albert Einstein Quotes. BrainyQuote.
https://www.brainyquote.com/quotes/albert_einstein_383803
Flexible Learning Definition and Meaning. (2019,
September 16). Retrieved from
https://tophat.com/glossary/f/flexible-learning/
Fosnot, C. T. (1989). Enquiring Teachers, Enquiring
Learners: A Constructivist Approach to Teaching.
Genova, M. M. (2019). 21st century language
classroom with digital tools and resources.
Industry 4.0, 4(3), 142-145.
https://stumejournals.com/journals/i4/2019/3/142
Goodstein, D. L., Feynman, R. P., & Goodstein, J.
R. (1996). Feynman's lost lecture: the motion
of planets around the sun. WW Norton & Company.
Hase, S., & Kenyon, C. (Eds.). (2013). Self-determined
Learning: Heutagogy in Action. Bloomsbury
Academic Collections (3-6).
https://doi.org/10.5040/9781472553232.ch-001
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013).
What knowledge is of most worth: Teacher
knowledge for 21st century learning. Journal
of digital learning in teacher education, 29(4), 127-140.
https://doi.org/10.1080/21532974.2013.10784716
Kontokostas, G., & Kalkanis, G. (2013). Teaching
Electron-Positron-Photon Interactions
with Hands-on Feynman Diagrams. The
Physics Teacher, 51(4), 232-233.
http://doi.org/10.1119/1.4795369
Kuhn, D. (2000). Metacognitive development. Current
directions in psychological science, 9(5), 178-181.
http://www.jstor.org/stable/20182660.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K.
(2015). Guided inquiry: Learning in the 21st
century. Abc-Clio. https://bit.ly/3AZoJuQ
Lord, T., & Baviskar, S. (2007). Moving students
from information recitation to information
understanding-Exploiting Bloom's Taxonomy
in creating science questions. Journal of
College Science Teaching, 36(5), 40.
https://bit.ly/3ARCM5y
Malik, M., & Fatima, G. (2017). E-Learning: Students'
Perspectives about Asynchronous and
Synchronous Resources at Higher Education
Level. Bulletin of Education and Research, 39(2),
183-195. https://eric.ed.gov/?id=EJ1210223
Moore, R. L. (2020). Developing lifelong learning
with heutagogy: contexts, critiques, and
challenges. Distance Education, 41(3), 381-401.
https://doi.org/10.1080/01587919.2020.1766949
Moreillon, J. (2015). Increasing interactivity in
the online learning environment: Using
digital tools to support students in socially
constructed meaning-making. TechTrends, 59(3), 41-47.
https://doi.org/10.1007/s11528-015-0851-0
Piaget, J. (1964). Part I: Cognitive development in
children: Piaget development and learning.
Journal of research in science teaching, 2(3),
176-186. https://bit.ly/3ARCb3O
Ramos, A. (2015). Methods and Teaching Strategies
Used by Teacher Education Faculty Members
of one State University in the Philippines. Asia
Pacific Journal of Multidisciplinary Research,
3(5). https://bit.ly/2JfLxic
Seltzerâ€Kelly, D. (2013). Feynman diagrams, problem
spaces, and the Kuhnian revolution to come in
teacher education. Educational Theory, 63(2),
133-150. https://doi.org/10.1111/edth.12014
Triyason, T., Tassanaviboon, A., & Kanthamanon,
P. (2020, July). Hybrid Classroom: Designing
for the New Normal after COVID-19
Pandemic. In Proceedings of the 11th
International Conference on Advances in
Information Technology (pp. 1-8).
https://doi.org/10.1145/3406601.3406635
Tumapon, T. (2020). Fostering Students’ Selfefficacy
in The New Normal. Manila Bulletin
July 23, 2020 issue. https://bit.ly/2IbwQxV
Villena, D & Asano, K., Jr. (2020). Flexible Learning
Program: A Framework For Letran’s Instructional
Delivery Platform. Pages 6-8.
https://bit.ly/3ezJfHX
Wong, C. L., Chu, H. E., & Yap, K. C. (2014). Developing
a framework for analyzing definitions: A
study of the Feynman Lectures. International
Journal of Science Education, 36(15), 2481-2513.
https://doi.org/10.1080/09500693.2014.893594
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Published
2021-12-03
How to Cite
Reyes, E. P., Blanco, R. M. F. L., Doroon, D. R. L., Limana, J. L. B., & Torcende, A. M. A. (2021). Feynman Technique as a Heutagogical Learning Strategy for Independent and Remote Learning. Recoletos Multidisciplinary Research Journal, 9(2), 1–13. https://doi.org/10.32871/rmrj2109.02.06
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