The Effect of Including Operational Thinking Tasks in Junior High School Science Classes on Understanding Scientific Knowledge: From the Viewpoint of “Three Levels of Knowledge”

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  • 科学的知識の理解に対する操作的思考課題を導入した中学校理科の授業の効果―「知識の3水準」を観点として―
  • カガクテキ チシキ ノ リカイ ニ タイスル ソウサテキ シコウ カダイ オ ドウニュウ シタ チュウガッコウ リカ ノ ジュギョウ ノ コウカ : 「 チシキ ノ 3 スイジュン 」 オ カンテン ト シテ

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Abstract

<p>This study aimed to investigate the effect of learning in science classes at junior high school level that included operational thinking tasks within the framework of “direct application of knowledge,” “operational application of knowledge,” and “controlled application of knowledge.” Two different types of classes were delivered; one included thirty-five students, the other included thirty-seven students. The aforementioned operational thinking tasks were used in one of the classes, whose participants were classified as the operational group, while participants in the other were classified as the recollecting group.</p><p>First, before the class, students were tested on a retention task and a transfer task. Not many students from both groups gave correct answers. Therefore, both groups had the same level of prior knowledge. Second, after the class, students were tested on a retention task, transfer task, and false premise task. Many students from both groups answered correctly in the retention task. However, more students from the operational group gave correct answers in the transfer task and false premise task than those from the recollecting group.</p><p>The results suggest that operational thinking tasks facilitated learners’ understanding of relating scientific concepts and transformed the structure of scientific knowledge.</p>

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Details

  • CRID
    1390001288083737856
  • NII Article ID
    130007501377
  • NII Book ID
    AN00036978
  • DOI
    10.14935/jssej.42.201
  • ISSN
    21885338
    03864553
  • NDL BIB ID
    029281051
  • Text Lang
    ja
  • Data Source
    • JaLC
    • NDL
    • CiNii Articles
  • Abstract License Flag
    Disallowed

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