#conceptual knowledge

The emphasis of this study was on the integration and implementation of generic components such as pedagogy, laboratory types, physics contents, processes skills, and the essence of science in college of teachers education physics laboratories. The study created a new learning model that directs the collection and integration of standardised components. Furthermore, directed exploration was split into three different methods. Furthermore, in physics laboratory work, an alternative method was used to pick and extract covariates and dependent variables. The study's aim was to look into the relationships between independent, selected covariates, and dependent variables. The research used a quasi-experimental approach in tandem design phase III. An association analysis is a form of research that looks into the relationship between two or more variables. The study subjects were chosen using convenience, purposive, and random sampling methods. The interaction analysis of variables indicates that the impact of procedural knowledge and academic performances had a more direct effect on conceptual knowledge due to the introduction of certain selected learning models and alternative incorporation of standardised components in the physics laboratory. Furthermore, procedural knowledge was directly influenced by the use of various pedagogies, conceptual knowledge, and academic success. Similarly, procedural understanding and practise of process skills in the physics lab had a direct impact on motivation. In general, the thesis investigates how an alternative approach to incorporating generic components used in physics laboratory sessions resulted in unique relationships between discrete, covariates, and dependent variables. As a result, when planning science/physics laboratory sessions, take into account the integration of generic components as well as the relationship between students' learning outcomes and motivation. Please see the link :- https://mbimph.com/index.php/AJOAIR/article/view/2037