Implementation of Modeling Instruction in a High School Chemistry Unit on Energy and States of Matter

Autor/inn/en	Jenkins, Judith L.; Howard, Elizabeth M.
Titel	Implementation of Modeling Instruction in a High School Chemistry Unit on Energy and States of Matter
Quelle	In: Science Education International, 30 (2019) 2, S.97-104 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Chemistry; Secondary School Science; Units of Study; Energy; Scientific Concepts; Student Centered Learning; Active Learning; High School Students; Teaching Methods; Instructional Effectiveness; Mastery Learning; Retention (Psychology); Modeling (Psychology); Concept Formation; Conventional Instruction; Academic Standards; Disadvantaged Schools; Elective Courses; Performance Based Assessment; Student Attitudes; Misconceptions; Kentucky + Suchen Sie Ihr Suchwort? Chemie; Lerneinheit; Energie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Merkfähigkeit; Modeling; Modelling; Modellierung; Concept learning; Begriffsbildung; Elective course; Wahlkurs; Leistungsermittlung; Schülerverhalten; Missverständnis
Abstract	Interest in student-centered active learning pedagogies is widespread, but discipline-specific examples of implemented instructional approaches are needed to bridge the gap between pedagogical ideas and their enactment. One of these approaches, Modeling Instruction, is an active, student-centered approach wherein students learn through construction and application of conceptual particle models to understand, interpret, and predict observable phenomena. Here, we demonstrate implementation of Modeling Instruction to teach concepts from an Energy and States of Matter unit in high school chemistry. This preliminary study allowed us to begin to understand the connections between the method, student learning, and student attitudes. Analyses of pre-test, unit exam, and final exam questions provide qualitative support of the method's efficacy. For the two objectives examined here, over 60% of students demonstrated mastery by the end of a unit taught through Modeling Instruction. Semester-long improvements in exam scores suggest that Modeling Instruction facilitates content mastery and retention more effectively than traditional instruction. Finally, anecdotal evidence, particularly insights into student mindset, shows that Modeling Instruction positively impacts the ways students think about their own learning. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/journal/index.php/sei/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01