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Sittichai Wichaidit ;Somson Wongyounoi ;Precharn Dechsri ;Parin Chaivisuthangkura 《美中教育评论》2011,(3):333-338
This study examined conceptual change of Thai middle school students after learning photosynthesis with analogy and model. The analogy mapped key features from the analog （cooking food） to the target concept （photosynthesis） Modeling photosynthesis activity provided the opporttmity for students to understand how plants use sugar to synthesize cellulose and starch. To determine students＇ prior knowledge, the photosynthesis questionnaire was administered to 58 Grade 7 students of urban school. The result revealed that students held alternative conceptions in many aspects, including the origin of plant nutrients, the substances required for photosynthesis, the products of photosynthesis and the role of chlorophyll. After the instruction~ the students were post-tested to determine how students＇ conceptions had changed. The result indicated that the students demonstrated better comprehension than that of the we-test. The percentage of students who changed their ideas to the scientific one was reported and discussed. The present study has implication for both science educators and science teachers who are interested in teaching with analogy and model. 相似文献
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The elements of visual information-processing theory were applied to the design of a chemistry laboratory manual. The effectiveness of this approach on content learning, practical skill mastery, and attitudes of university students in a general chemistry course was assessed. Two versions of a laboratory manual were developed: an experimental version that promotes visual information processing by integrating pictures or diagrams with text, and a control version identical to the experimental version in both activities and structure, but without pictures or diagrams. Three assessment instruments were used: an achievement test to assess cognitive outcomes, an attitude survey to assess affective outcomes, and a manipulative skills observation checklist to assess psychomotor outcomes. Results showed that the manual incorporating visual information-processing characteristics helped students gain significantly higher scores on measures of achievement and psychomotor skills, and also stimulated students to develop more favorable attitudes toward the laboratory activities. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 891–904, 1997. 相似文献
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