SCCR Digital Learning System for Scientific Conceptual Change and Scientific Reasoning

Autor/inn/en	She, H. C.; Lee, C. Q.
Titel	SCCR Digital Learning System for Scientific Conceptual Change and Scientific Reasoning
Quelle	In: Computers & Education, 51 (2008) 2, S.724-742 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2007.07.009
Schlagwörter	Experimental Groups; Scientific Concepts; Concept Formation; Grade 6; Science Instruction; Elementary School Science; Instructional Design; Educational Technology; Computer Software; Learning Processes; Pretests Posttests; Web Based Instruction; Computer Assisted Instruction; Learning Theories + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Learning process; Lernprozess; Web Based Training; Computer based training; Computerunterstützter Unterricht; Learning theory; Lerntheorie
Abstract	This study reports an adaptive digital learning project, scientific concept construction and reconstruction (SCCR), that was developed based on the theories of Dual Situated Learning Model (DSLM) and scientific reasoning. In addition, the authors investigated the effects of an SCCR related to a "combustion" topic for sixth grade students conceptual change and scientific reasoning. An experimental research design including the Combustion Achievement Test (CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT) was applied for both experimental and conventional group students before, directly after, and after the sixth week of the research as pre-, post- and retention-test. Results indicated that the experimental group students significantly outperformed the conventional group students on both post- and retention- of CAT and CDRT scores. In addition, experimental group students performed better than conventional group students on the post-SRT scores. The success rate of conceptual change ranged from 70% to 100% for experimental group students for most web-based dual situated learning events. The nature of the scientific reasoning used by experimental group students mainly either made progression (PG) or maintain-correct (MTC) across most events from before to after web-based dual situated learning events. All of these results support the claim that students' conceptual change their scientific reasoning ability can be promoted through an SCCR digital learning program. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10