The Effect of Integrating Aesthetic Understanding in Reflective Inquiry Activities

Autor/inn/en	Lin, Huann-Shyang; Hong, Zuway-R.; Chen, Chung-Chih; Chou, Chien-Ho
Titel	The Effect of Integrating Aesthetic Understanding in Reflective Inquiry Activities
Quelle	In: International Journal of Science Education, 33 (2011) 9, S.1199-1217 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Experimental Groups; Observation; Grade 8; Aesthetics; Foreign Countries; Academic Achievement; Comparative Analysis; Inquiry; Pretests Posttests; Interviews; Perception; Scaffolding (Teaching Technique); Junior High Schools; Taiwan + Suchen Sie Ihr Suchwort? Beobachtung; School year 08; 8. Schuljahr; Schuljahr 08; Ästhetik; Ausland; Schulleistung; Interviewing; Interviewtechnik; Wahrnehmung; Sekundarstufe I
Abstract	The purpose of this study was to explore the effectiveness of integrating aesthetic understanding in reflective inquiry activities. Three typical classes of Taiwanese eighth graders (n = 106) and nine additional low-achieving students in the same school participated in the study. The treatment for experimental students emphasized scaffolding aesthetic understanding and reflections on inquiry strategies. It was found that the experimental group students consistently outperformed their counterparts on the post-test and the delayed post-test in conceptual understanding and application of science knowledge. In addition, the low-achieving students were motivated by the treatment and made significant progress on the two tests. The results of interview and classroom observation also revealed that the intervention made a difference in students' affective perceptions. (Contains 7 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10