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The Learning Effect of Using Different Science Texts Regarding Nature of Science (Explicit or Implicit) in the Unit of Evolution for the 7(superscript th) Graders
Scientific Text;Nature of Science;Evolution;Reading
|Issue Date: ||2013-05-06T03:06:35Z
The purpose of this study was to investigate the learning effect of using the explicit and the implicit Nature of Science (NOS) texts as a reading activity for improvement of students' understanding of NOS, academic achievement, and attitudes toward science. One teacher used 3 kinds of teaching strategies (reading an explicit NOS text with group discussion, integrating the implicit NOS text reading activity into the general teaching, general teaching) to 3 similar classes (105 students) in the unit of evolution. Multiple data resources included students' responses of the Views On Science and Education (VOSE) questionnaire, an open-ended questionnaire, the Attitude Toward Science in School Assessment (ATSSA) questionnaire, and an academic test regarding evolution, and students' semi-structured interviews. Quantitative analysis methods included t-test and analysis of covariance. Qualitative data were coded and analyzed through descriptive statistics and chi-square test. It was found that the two experimental groups using the texts had more understanding than the control group on the issues of validation of scientific knowledge and on the importance of references on the process of knowledge formation. Moreover, the two experimental groups were able to use evidence, explanation or verification to judge the diverse theories derived from experts better than the control group. However, their views on the issues of scientific method, imagination, and subjectivity were changed little. By contrast, the control group's views might be influenced by watching an evolution video tape to make significant change on the issue of imagination. Three groups had significant improvement on academic achievement, and attitudes toward science. However, the NOS learning effect of reading explicit NOS texts is limited, because students' concern on textbook-related knowledge was more than on the NOS concepts and low achievers perceived that some discussion questions were difficult and preferred short texts to long texts.
|Relation: ||科學教育學刊, 20(4): 367-392|
|Appears in Collections:||[科學教育研究所] 期刊論文|
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