Study on Effect of the CISC Instructional Strategy on the Physical Science Learning for Junior High Students

• Main Authors: Hsiao-Hui Lin, 林小慧
• Other Authors: Chao-Ti Hsiung
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/03996551817933053091

碩士 === 國立台北師範學院 === 自然科學教育研究所 === 94 === The research aimed to scaffold students constructing the mental images and reach the scientific thinking of the structure of matter by integrating the Concrete Image Spatial Concepts (CISC) instructional strategy into physical science teaching. Both “models” and “stereoscopic dynamic pictures” were employed as the principle axis of CISC, with which a set of models simulating “the microscopic structure of atom” , “atom and molecule”, and the “formation of compound” was set up. 125 junior high eighth-grade students from a Taipei County school participated in this research. They were randomly assigned in two groups (experimental group receives 3-week CISC treatment, control group receives 3-week non-CISC teaching). The validated instrument tilted as “Junior High Students’ Achievement of Physical Science”、“Spatial Ability” and “Reasoning Ability” was to apply as pre-test and post-test in order to examine the effectiveness of CISC strategy by analysis of covariance. Results showed that there was not significant difference between the achievement of Physical Science of two groups, but the score was higher experimental group than control group. And there was significant difference between the achievement of Spatial Ability and Reasoning Ability of two groups. From the quantitative data collecting from statistical analysis, they indicated that CISC not only elevating the learners' mental images operational abilities but also catalyzing the interactions between 2D/3D representations. It appeared that CISC strategy could lessen students’ cognitive loading, reduce the students’ perplex by abstract concepts, and support students constructing relevant “mental images” and developing spatial ability and reasoning ability to understand science concepts.