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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Jeng-Fung Hung, Kun Lee, Men-An Pan
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DOI:10.17265/2161-6248/2017.09.002
Affiliation(s)
National Kaohsiung Normal University, Kaohsiung, Taiwan
ABSTRACT
This study aimed to improve
students’ competencies of “identifying scientific issues” and “using scientific
evidence” by developing modeling-based inquiry teaching. The quasi-experimental
design was adopted with the research subjects being three classes of eighth graders from a junior high school. There are the
experimental group I (28 students), the
experimental group II (30 students), and the control group (29 students).
The modeling-based inquiry teaching with meta-thinking strategies was applied to the experimental group
I, the modeling-based inquiry
teaching with thinking strategies was applied to the experimental group II, and the lecture-cookbook experiment teaching
was applied to the control group. The teaching units taught included “Refraction of light,” “Formation of image of lens,”
and “The relationship between
heat and temperature change of substance.” There were three sessions for each unit for each group. The instruments
used were the pre- and post- test questionnaires for “identifying scientific issues”
and “using scientific evidence.” The “identifying scientific issues” questionnaire
contained two parts. The “identifying
scientific inquiry” part contained five sections. And the “using scientific evidence” questionnaire
contained two parts—argumentation and refutation. The covariates were the scores of the
pre-test for “identifying scientific issues” and “using scientific evidence,” while the dependent variables
were the scores of the post-test for “identifying scientific issues” and “using
scientific evidence.” The analysis of
covariance (ANCOVA) was applied and the research findings are summarized below: 1. Both the modeling-based
inquiry teaching with meta-thinking and thinking strategies were more effective than the lecture-cookbook experiment teaching
in terms of improving the students’ competencies of “identifying scientific issues”
and “using scientific evidence”; and 2. The modeling-based inquiry teaching with meta-thinking strategies was
more effective than that with thinking strategies in terms of improving the students’
competencies of “identifying experimental design” and “identifying conclusion” under
“identifying scientific issues” and “refutation” under “using scientific evidence.”
KEYWORDS
identifying scientific issues,
meta-thinking strategies, modeling-based
inquiry teaching, thinking strategies, using scientific evidence
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