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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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