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Implementation of the Model-Based Science Writing Heuristic Approach in Elementary School Science
International Journal of Science and Mathematics Education ( IF 2.051 ) Pub Date : 2021-06-09 , DOI: 10.1007/s10763-021-10191-0
Serpil Kara , Sevgi Kingir

This study aimed to determine the effect of the model-based science writing heuristic (M-SWH) approach on students’ conceptual understanding and construction of model-based argumentations in elementary school science. Participants (N = 107) were students enrolled in 4 fourth-grade classes of a public elementary school. Two classes were assigned as the treatment group, and the other two classes were assigned as the comparison group in this quasi-experiment study. Students in the treatment group were instructed using the M-SWH approach, while a traditional approach was used in the comparison group. Tests measuring students’ conceptual understanding of properties of matter and lighting and sound technologies units were administered to both groups as pretests and posttests; the M-SWH reports were used to assess the treatment group’s ability to construct model-based argumentation. Descriptive statistics, t-tests, correlation analysis, and repeated measures ANOVA were used for data analysis. The results demonstrated a statistically significant difference in concept tests between the two groups in favor of the treatment group. These students’ ability to construct arguments using models developed significantly throughout the implementation of the M-SWH approach. Moreover, treatment group students’ conceptual understanding improved with their quality of writing.



中文翻译:

基于模型的科学写作启发式方法在小学科学中的实施

本研究旨在确定基于模型的科学写作启发式 (M-SWH) 方法对学生概念理解和小学科学中基于模型的论证构建的影响。参与者 ( N  = 107) 是就读于公立小学 4 个四年级班级的学生。在本次准实验研究中,两个班级被指定为治疗组,另外两个班级被指定为对照组。治疗组的学生使用 M-SWH 方法进行指导,而对照组使用传统方法。测试测量学生对物质照明和声音技术特性的概念理解单元作为前测和后测对两组进行管理;M-SWH 报告用于评估治疗组构建基于模型的论证的能力。描述性统计、t 检验、相关分析和重复测量方差分析用于数据分析。结果表明,两组之间的概念测试在统计学上有显着差异,有利于治疗组。这些学生使用模型构建论证的能力在 M-SWH 方法的整个实施过程中得到了显着提高。此外,治疗组学生的概念理解随着写作质量的提高而提高。

更新日期:2021-06-09
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