Mihail B. Calalb

Identifying the most effective teaching strategies for physics instruction is a persistent challenge for both researchers and schoolteachers. Studies indicate that the answer lies in Research-Based Instructional Strategies. A significant contribution in this area has been made by the theory of Visible Teaching and Learning, which measures the effects of over 250 factors influencing students’ academic success. By knowing the possible impact of specific teaching strategies, educators can design instructional approaches with predictable outcomes. The research was conducted during the 2023-2024 academic year in two public schools in Moldova, involving 305 students across grades 6, 8, and 10. This study aimed to measure the effect of concurrently applying elements from multiple constructivist teaching strategies in physics lessons, including the Flipped Classroom, Early Physics Approach, 5E Model, and Peer Instruction with Conceptual Questions, on students’ academic success and science competence in physics. At its core, the study was based on the 5E model, reinforced with pre-class tasks for students and the use of conceptual questions during the lesson. Science competence of students was structured into five components: understanding definitions, knowledge of measurement units, correct application of formulas, problem-solving skills, and the use of scientific language. The progression of these components was subsequently measured. The study also tracked the individual academic trajectories of both high-performing and low-performing students to assess their progress in physics. The study revealed that the combined application of these constructivist strategies can double students’ ability to solve problem situations and triple the correct use of scientific language. In contrast, knowledge of measurement units (~80%) and the correct application of formulas (in the range of approx. 25% – 33%) remained relatively unchanged. The insignificant progress in the correct application of formulas is explained by the small number of problems analysed on a topic, the lack of individual tasks, and the need for more explicit scaffolding and individual feedback. Additionally, the study revealed that laboratory work marks are strong predictors of overall academic success, with the correlation between laboratory work and final evaluation being 60% in 6th grade, 70% in 8th grade, and 50% in 10th grade. Additionally, the research shows that in middle school, the increase in scores for high achievers is greater than that of low achievers – three times higher in 6th grade. In high school, the increase in scores for high achievers is twice as large as that of low achievers. Both groups, high and low achievers, improve their scores after the application of the Integrated Constructivist Model. Subsequent research would explore the synergistic effect of this, and other, combinations of constructivist teaching strategies on students’ academic success, scientific competence components, and conceptual understanding. Keywords: Integrated constructivist model, didactic synergy, science competence, academic success, physics teaching.