The Effect of Modeling Instruction on Understanding of Models and Scientific Inquiry Ability and Geologic Conceptions of Primary School Students

• Main Authors: Min-Shiung Chuang, 莊敏雄
• Other Authors: Jeng-Fung Hung
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/74918612725003278834

博士 === 高雄師範大學 === 科學教育研究所 === 100 === This study aimed to investigate the effect of modeling instructions on understanding of models and geologic conceptions of primary school students using a quasi-experimental design. A six-week geologic conception teaching sequence was conducted in three classes of sixth grade students. The classes were subjected to different modeling instructional approaches and were entitled: Modeling Sequences (The models that students constructed were revised after the discussion of a teacher and students.), Model Making (The models that students constructed were revised after the teacher’s demonstrated model.), and Graphical Models (The models that students constructed were revised after the teacher’s illustration of diagram model.). Pre-and post-teaching assessment was implemented using the SUMS (with a Cronbach’α value of .85) and the Test of Scientific Ability (with a Cronbach’α value of .82) and a Geologic Conception Test (with a Cronbach’α value of .83, an average item difficulty of .45, and a discriminant validity of each question higher than .25). The pre-test data were used as the covariate for ANCOVA. The pre-and post-teaching ground plane structure models drawn by the students were used to analyze their model-using ability. The findings revealed that for understanding of models and geologic conceptions, Modeling Sequence had the highest score, followed by Model Making and then Graphical Models (p<.050), and that Modeling Sequence had the best score for model-using ability. The findings revealed that for scientific ability, Modeling Sequence had the higher score than Model Making and Graphical Models (p<.050).