Deepening process of students’ conceptual understanding

DOI

Bibliographic Information

Other Title
  • 中学生における概念的理解の促進過程
  • Daily phenomenon-related intervention
  • 日常的事象に関連づけたはたらきかけが科学的概念の理解に及ぼす効果

Description

This present study examined how interventions based on students’ prior knowledge facilitates their conceptual understanding. Individual experiments were conducted on seventh graders (N=39 in Experiment 1; N=38 in Experiment 2), and they solved some problems about oxidation reaction in 3 sessions: pre-test, intervention (2 conditions: experimental or control), and post-test. In Experiment 1, students’ in experimental condition reasoned condition of a thing through time using pictures. On the other hand, students’ in control condition were showed a thing in pictures. The results indicated that (a) three levels were identified, (b) the experimental condition facilitated the understanding, and (c) understanding deepening in the intervention were related to that in the post-test. The purpose of Experiment 2 was to investigate the intervention of Experiment 1, and a real thing was used in place of pictures. The results showed that (a) the experimental condition facilitated the understanding, (b) understanding deepening in the intervention was related to that in the post-test, and (c) Experiment 2 had the more effect on the understanding than Experiment 1.

Journal

Keywords

Details 詳細情報について

  • CRID
    1390009703500845696
  • NII Article ID
    130008163522
  • DOI
    10.50990/jchild.44.0_51
  • ISSN
    2436567X
    24344508
  • Text Lang
    ja
  • Data Source
    • JaLC
    • CiNii Articles
  • Abstract License Flag
    Allowed

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