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1.
This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students’ understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with traditionally designed chemistry instruction. Tests measuring students’ conceptual understanding in the units of chemical change and mixture were administered as pre- and posttest for both groups. At the end of the instruction, semistructured interviews were conducted with 13 students from the treatment group and eight students from the comparison group. ANCOVA results revealed that the SWH approach was superior to the traditional approach on students’ understanding of chemical change and mixture concepts. Interview results indicated that students in the treatment group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in the comparison group.  相似文献   

2.
This study was conducted with 330 Form 4 (grade 10) students (aged 15??C?16?years) who were involved in a course of instruction on electrolysis concepts. The main purposes of this study were (1) to assess high school chemistry students?? understanding of 19 major principles of electrolysis using a recently developed 2-tier multiple-choice diagnostic instrument, the Electrolysis Diagnostic Instrument (EDI), and (2) to assess students?? confidence levels in displaying their knowledge and understanding of these electrolysis concepts. Analysis of students?? responses to the EDI showed that they displayed very limited understanding of the electrolytic processes involving molten compounds and aqueous solutions of compounds, with a mean score of 6.82 (out of a possible maximum of 17). Students were found to possess content knowledge about several electrolysis processes but did not provide suitable explanations for the changes that had occurred, with less than 45?% of students displaying scientifically acceptable understandings about electrolysis. In addition, students displayed limited confidence about making the correct selections for the items; yet, in 16 of the 17 items, the percentage of students who were confident that they had selected the correct answer to an item was higher than the actual percentage of students who correctly answered the corresponding item. The findings suggest several implications for classroom instruction on the electrolysis topic that need to be addressed in order to facilitate better understanding by students of electrolysis concepts.  相似文献   

3.
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students’ understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N?=?35) was taught by traditional instruction while the experimental group (N?=?37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students’ understanding of chemical bonding concepts. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students’ learning and increased their learning motivation and their social skills.  相似文献   

4.
This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987, Journal of Biological Education 21: 203--211). The test was administered as pretest and posttest to a total of 233 eighth-grade students in six intact classes of the same school located in an urban area. The test of logical thinking was used to determine the reasoning ability of students. The experimental group was a class of 116 students received discussion web and conceptual change text instruction. A class of 117 students comprised the control group received a traditional instruction. After instruction, data were analyzed with two-way analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in understanding of photosynthesis and respiration in plant concepts. Analysis also revealed a significant difference between performance of females and that of males in the favor of females, but the interaction of treatment with gender difference was not significant for learning the concepts.  相似文献   

5.
This paper describes the design and impact of an inquiry-oriented online curriculum that takes advantage of dynamic molecular visualizations to improve students’ understanding of chemical reactions. The visualization-enhanced unit uses research-based guidelines following the knowledge integration framework to help students develop coherent understanding by connecting and refining existing and new ideas. The inquiry unit supports students to develop connections among molecular, observable, and symbolic representations of chemical reactions. Design-based research included a pilot study, a study comparing the visualization-enhanced inquiry unit to typical instruction, and a course-long comparison study featuring a delayed posttest. Students participating in the visualization-enhanced unit outperformed students receiving typical instruction and further consolidated their understanding on the delayed posttest. Students who used the visualization-enhanced unit formed more connections among concepts than students with typical textbook and lecture-based instruction. Item analysis revealed the types of connections students made when studying the curriculum and suggested how these connections enabled students to consolidate their understanding as they continued in the chemistry course. Results demonstrate that visualization-enhanced inquiry designed for knowledge integration can improve connections between observable and atomic-level phenomena and serve students well as they study subsequent topics in chemistry.  相似文献   

6.
This study focuses on elucidating and explaining reasons for the stability of and interrelationships between students’ conceptions about Light Propagation and Visibility of Objects using contextualized questions across 3 years of secondary schooling from Years 7 to 9. In a large-scale quantitative study involving 1,233 Korean students and 1,149 Singaporean students, data were analyzed from responses to the Light Propagation Diagnostic Instrument consisting of four pairs of items, each of which evaluated the same concept in two different problem situations. Findings show that only about 10–45 % of students could apply their conceptions of basic optics in contextualized problem situations giving rise to both stable and unstable alternative conceptions. Students’ understanding of Light Propagation concepts compared with Visibility of Objects concepts was more stable in different problem situations. The concepts of Light Propagation and Visibility of Objects were only moderately correlated. School grade was not a strong predictive variable, but students’ school achievement correlated strongly with their conceptual understanding in optics. The teaching and learning approach and education systems in the two countries may have had some influence on students’ conceptual understanding.  相似文献   

7.
Traditional multiple-choice concept inventories measure students?? critical conceptual understanding and are designed to reveal students?? na?ve or alternate ideas. The overall scores, however, give little information about the state of students?? knowledge and the consistency of reasoning. This study investigates whether students have consistent alternate models when reasoning about Newton??s third law principle in the context of electromagnetics (EM), and whether these possible models are related to conceptual change and overall performance. Students?? conceptual understanding is evaluated with The Conceptual Survey of Electricity and Magnetism (CSEM) multiple-choice test. The data (N?=?118) are collected from an undergraduate static field theory course at the Helsinki University of Technology, Finland. The data are analysed using frequency distributions, Fisher??s exact test, and One-Way ANOVA analysis. The study shows that every fifth student has a consistent or partially consistent alternate model of Newton??s third law principle in the context of EM prior to instruction. Students with this alternate model perform significantly (p?=?0.01) better on the overall concept test and are more likely to change conceptual understanding towards a correct model compared to students in an inconsistent mixed model state.  相似文献   

8.
The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple‐probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized.  相似文献   

9.
The aim of this study was to explore whether a representational approach could impact on the scores that measure students’ understanding of mechanics and their ability to reason. The sample consisted of 24 students who were undergraduate, preservice physics teachers in the State University of Malang, Indonesia. The students were asked to represent a claim, provide evidence for it, and then, after further representational manipulations, refinement, discussion, and critical thought, to reflect on and confirm or modify their original case. Data analysis was based on the pretest–posttest scores and students’ responses to relevant phenomena during the course. The results showed that students’ reasoning ability significantly improved with a d-effect size of 2.58 for the technical aspects and 2.51 for the conceptual validity aspects, with the average normalized gain being 0.62 (upper–medium) for the two aspects. Students’ conceptual understanding of mechanics significantly improved with a d-effect size of about 2.50 and an average normalized gain of 0.63. Students’ competence in mechanics shifted significantly from an under competent level to mastery level. This paper addresses statistically previously untested issues in learning mechanics through a representational approach and does this in a culture that is quite different from what has been researched so far using student-generated representational learning as a reasoning tool for understanding and reasoning.  相似文献   

10.
Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high school students’ understandings of complex systems components and whether an agent-based simulation could improve their understandings. Pretest and posttest essays were coded for changes in six components to determine whether students showed more expert thinking about the complex system of the Chesapeake Bay watershed. Results showed significant improvement for the components Emergence (r = .26, p = .03), Order (r = .37, p = .002), and Tradeoffs (r = .44, p = .001). Implications include that the experiential nature of the simulation has the potential to support conceptual change for some complex systems components, presenting a promising option for complex systems instruction.  相似文献   

11.
Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly assigned to one of two conditions: The students reflected on either the rationale behind their own errors or on the correct solution corresponding to their own errors. Students in the first condition group demonstrated a greater procedural knowledge at the posttest and at the follow-up test. Furthermore, at the follow-up test, these students demonstrated a higher conceptual knowledge. The implications for theory and school instruction are discussed.  相似文献   

12.
Experimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students’ prior knowledge. Students with low prior knowledge in particular might have difficulties with conducting and understanding experiments. Incremental scaffolds might be a valuable tool to meditate between pure discovery and strong guidance while simultaneously taking learners’ individual knowledge and skills into account. In the current study, we examined the effects of incremental scaffolds (IncSc), no scaffolds (NoSc), and worked-out examples (WoEx) on students’ knowledge acquisition while doing inquiry-based experimentation with a special focus on students with low prior knowledge. In a pre-posttest design, 193 students (Mage?=?13.02?±?0.81 years) participated in a four-hour teaching unit on animals’ overwintering strategies. In the pre- and posttest, we assessed the students’ conceptual and procedural knowledge. Our results partially confirmed our hypotheses: Regarding the conceptual and procedural knowledge of all students, incremental scaffolds showed no additional benefit regarding students’ knowledge in the posttest when compared to working with no scaffolds or worked-out examples. For the students with low prior knowledge, working with incremental scaffolds led to higher conceptual and procedural knowledge after the teaching unit than working with worked-out examples.  相似文献   

13.
Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students’ solutions prior to instruction are usually erroneous or incomplete. In analogy to guided discovery learning, it might therefore be fruitful to lead students towards the discovery of the canonical solution. In two quasi-experimental studies with 104 students and 175 students, respectively, we compared three conditions: problem-solving prior to instruction, guided problem-solving prior to instruction in which students were led towards the discovery of relevant solution components, and direct instruction. We replicated the beneficial effects of problem-solving prior to instruction in comparison to direct instruction on posttest items testing for conceptual knowledge. Our process analysis further revealed that guidance helped students to invent better solutions. However, the solution quality did not correlate with the posttest results in the guided condition, indicating that leading students towards the solution does not additionally promote learning. This interpretation is supported by the finding that the two conditions with problem-solving prior to instruction did not differ significantly at posttest. The second study replicated these findings with a greater sample size. The results indicate that different mechanisms underlie guided discovery learning and problem-solving prior to instruction: In guided discovery learning, the discovery of an underlying model is inherent to the method. In contrast, the effectiveness of problem-solving prior to instruction does not depend on students’ discovery of the canonical solution, but on the cognitive processes related to problem-solving, which prepare students for a deeper understanding during subsequent instruction.  相似文献   

14.
This study, conducted in an inner-city middle school, followed the conceptual changes shown in 25 students' writing over a 12-week science unit. Conceptual changes for 6 target students are reported. Student understanding was assessed regarding the nature of matter and physical change by paper-and-pencil pretest and posttest. The 6 target students were interviewed about the goal concepts before and after instruction. Students' writing during lesson activities provided qualitative data about their understandings of the goal concepts across the science unit. The researcher constructed concept maps from students' written statements and compared the maps across time to assess changes in the schema of core concepts, complexity, and organization as a result of instruction. Target students' changes were studied in detail to determine patterns of conceptual change. After patterns were located in target students' maps, the remaining 19 students' maps were analyzed for similar patterns. The ideas that students identified in their writing showed changes in central concepts, complexity, and organization as the lessons progressed. When instructional events were analyzed in relation to students' demonstrated ideas, understanding of the goal conceptions appeared in students' writing more often when students had opportunities to explain their new ideas orally and in writing.  相似文献   

15.
Numerous studies have shown that students often hold conceptions that conflict with accepted scientific ideas, both prior to and after instruction. The failure of instruction to affect students' conceptions can be interpreted as a failure to facilitate conceptual change. In this paper, an instructional strategy will be described that facilitates conceptual change in the special case where conceptual difficulties appear to arise because students confuse related physics concepts. The strategy involves two parts. Firstly, students observe an experiment or demonstration that conflicts with what they expect to see. Secondly, the instructor identifies students' intuitions that are correct but that they have associated with an incorrect physics term, and substitutes the correct physics term. Students can thus develop more scientifically acceptable understandings of physics concepts without having to give up their intuitive ideas. The use of this strategy will be illustrated in two domains of physics. Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education.  相似文献   

16.
A concept pair is a pair of concepts that are fundamentally different but closely related. To develop a solid conceptual understanding in dynamics (a foundational engineering science course) and physics, students must understand the fundamental difference and relationship between two concepts that are included in each concept pair. However, all existing research in dynamics and physics education has been focused on the identification and repair of students?? misunderstanding of individual concepts, but not concept pairs. The present research fills the gap of existing research by studying students?? perceptions of dynamics concept pairs and correlation with their problem-solving performance in both particle and rigid-body dynamics. A total of 88 engineering undergraduate students participated in the present study. Students?? perceptions were assessed using a 40-item instrument that included 20 dynamics concept pairs at fundamental Level One and higher-order Level Two. Students?? problem-solving performance was assessed using four exams that included 66 dynamics problems. The coefficients of reliability (Cronbach??s ??) of assessment instruments vary between 0.69 and 0.93. The research findings from the present study show that students were not confident in their understanding of Level-Two concept pairs, especially the relationship between the Principle of Linear Impulse and Momentum and the Principle of Angular Impulse and Momentum, and the relationship between the Principle of Angular Impulse and Momentum and the Conservation of Angular Momentum. A statistically significant correlation exists between students?? perceptions of Level-Two concept pairs and their problem-solving performance on both particle dynamics (r?=?0.355, p?<?0.01) and rigid-body dynamics (r?=?0.351, p?<?0.01). The research findings made from the present study imply that educational efforts should be focused on improving students?? understanding of Level-Two dynamics concept pairs.  相似文献   

17.
Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non–expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non–expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non–expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines.  相似文献   

18.
Abstract

The purpose of this study was to examine the self-determination knowledge of incarcerated students with and without disabilities using a pretest/posttest experimental control group design. In contrast to previous studies conducted in the public school setting, a significant relationship between self-determination knowledge and self-determination instruction was not found. Possible reasons for the lack of significance include the restrictive nature of the juvenile justice setting and the need for positive self-determined role models within the juvenile justice setting. Students’ self-determination knowledge was also examined in relationship to self-determination knowledge instruction and to students’ gender, reading level, math level and disability. A significant relationship was found between self-determination knowledge and gender, reading level, math level and disability status (i.e. being identified as having any disability). Students who were male, had an identified disability, and/or had low academic abilities in math and/or reading had lower self-determination knowledge levels.  相似文献   

19.
This study conducted at a suburban community college tested a method of conceptual change in which treatment students worked in small cooperative groups on tasks aimed at eliciting their misconceptions so that they could then be discussed in contrast to the scientific conceptions that had been taught in direct instruction. Categorizations of student understanding of the target concepts of the laws of conservation of matter and energy and aspects of the particulate nature of gases, liquids, and solids were ascertained by pre- and posttesting. Audiotapes of student verbal interaction in the small groups provided quantitative and qualitative data concerning student engagement in behaviors suggestive of the conditions posited to be part of the conceptual change process (Posner, Strike, Hewson & Gertzog, 1982). Chi-square analysis of posttests indicated that students in treatment groups had significantly lower (p < 0.05) proportion of misconceptions than control students on four of the five target concepts. Students who exhibited no change in concept state had a higher frequency of verbal behaviors suggestive of “impeding” conceptual change when compared to students who did change. Three factors emerged from qualitative analysis of group interaction that appeared to influence learning: (a) many students had flawed understanding of concepts that supported the target concepts; (b) student views towards learning science affected their engagement in assigned tasks, (c) “good” and “poor” group leaders had a strong influence on group success.  相似文献   

20.
Incorporating engineering instruction into the elementary curriculum is not without challenges. Traditionally, researchers investigated using engineering design to promote students learning science concepts. More recently, researchers have conducted qualitative investigations to measure students' learning of engineering concepts after engaging in engineering design. In this study, we extended work on elementary engineering instruction by implementing an integrated engineering and writing unit with 58 third-grade students. Using stratified random assignment based on pre-intervention engineering vocabulary assessment scores, we assigned students to treatment (n = 28) or comparison (n = 30). During a 10-day unit, all students participated in design challenges, emulated the practices of actual engineers, and used writing to support and document their learning, as they designed and authored their own five-page pop-up books. Students in the treatment condition participated in additional writing during 8 of the 10 unit lessons. During this time, they responded to journal prompts related to lesson objectives. At the same time, students in the comparison condition participated in small-group discussions during which they discussed journal prompts orally. We found that all students made statistically significant gains from pre- to posttest on an engineering vocabulary assessment; total words written, number of different engineering concepts used, and depth of understanding of engineering concepts in a written essay response; and number of different engineering concepts used in an oral interview response, regardless of their incoming writing skills and regardless of whether they participated in additional writing or small-group discussion of lesson objectives. This study is the first to quantitatively document the effectiveness of a combined elementary engineering and writing intervention for promoting students' learning of engineering concepts in multiple ways (rote recall, written representation, and oral representation). We argue that literacy, particularly writing, provides an effective and feasible method for incorporating engineering instruction into the elementary curriculum.  相似文献   

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