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1
Tasdelen, Ugur. "The Effect Of Computer-based Interactive Conceptual Change Texts On 11th Grade Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613032/index.pdf.
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The purpose of the study was to investigate the effect of conceptual change oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry and attitude toward chemistry. The study was conducted in an anatolian high school in Ankara with two science classes with 66 students in May 2009. A quasi experimental design was used. The classes was assigned to groupsone as control group and the other as experimental group. While control group was given traditional instruction, experimental group was given conceptual change oriented instruction accompanied by CBICCT. Electrochemistry Concept Test (ECT) was administered before and after treatment and Attitude Toward Chemistry Scale (ATCS) was administered after treatment to collect data about students&rsquo
concepts about electrochemistry and attitude toward chemistry, respectively. To investigate possible covariates, Science Process Skills Test (SPST) was administered after treatment. The collected data were analyzed with two way analysis of covariance (ANCOVA) and two way analysis of variance (ANOVA). Gain scores of ECT was analyzed with two way ANCOVA when SPST scores controlled as covariate and the results showed that the experimental group developed significantly better understanding of concepts than control group. The results also showed that no mean difference between males and females, and no interaction effect between instruction method and gender were found. The analysis of ATCS showed that experimental group developed significantly more positive attitude toward chemistry than control group. However, no significant difference between males and females, and no significant interaction between method and gender in terms of attitude toward chemistry were found.
2
Cruz, Bohorquez Juan Manuel. "Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/93511.
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The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country.
The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors' motivation to change but how the factors in the academic system reinforce or limit such motivation.
With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.Doctor of Philosophy
The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country. The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors’ motivation to change but how the factors in the academic system reinforce or limit such motivation. With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.
3
Koehler, Karen E. "Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494273823844707.
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Kaya, Ebru. "The Effect Of Conceptual Change Based Instruction On Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613137/index.pdf.
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The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students&rsquounderstanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes were randomly assigned as control and experimental groups. In the control group TDCI was used, while in the experimental group CCBIAD was used as instructional methods. Rate of Reaction Concept Test, Rate of Reaction Achievement Test, and Attitude Scale toward Chemistry were administered to both groups as pre-tests and post-tests to assess students&rsquo
understanding of rate of reaction concepts, achievement in these concepts, and attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to control students&rsquo
science process skills. After treatment six students from each group were interviewed to determine their misconceptions about rate of reaction. The hypotheses were tested by using Analysis of Covariance (ANCOVA) and Two-Way Analysis of Variance (ANOVA). The results show that CCBIAD used a significantly better acquisition of scientific conceptions related to rate of reaction than TDCI. In addition, there was a significant effect of CCBIAD on students&rsquo
attitudes toward chemistry. There was no significant effect of gender on both students&rsquo
understanding of rate of reaction concepts and their attitudes toward chemistry.
5
Ucar, Sedat. "Using inquiry-based instruction with web-based data archives to facilitate conceptual change about tides among preservice teachers." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173150137.
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Abel, Jerian. "Students' conceptual modeling of simple DC electric circuits during computer-based instruction." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-170004/.
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Frantz, Shalagh A. "Mindfulness-Based Interventions and Processes of Change: A Conceptual Model for Clinicians." Wright State University Professional Psychology Program / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1370434321.
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(ozdemir), Erdemir Arzu. "Effect Of Cooperative Learning Based On Conceptual Change Conditions On Seventh Grade Students." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607121/index.pdf.
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The main purpose of this study was to compare the effectiveness of the cooperative learning based on conceptual change conditions and traditionally designed science instruction on 7th grade students&rsquounderstanding of chemical and physical changes and classification of matter concepts and attitudes toward science as a school subject. In this study 102 seventh grade students from four classes of a Science Course instructed by the two teachers from ODTÜ
G.V. Ö
zel ilkö
gretim Okulu took part. One of the classes of each teacher was randomly assigned as experimental group, which were instructed with cooperative learning based on conceptual change conditions and the other classes were assigned as control group, which were instructed traditionally. This study was conducted during the 2004-2005 fall semester over a period of four weeks. In this study, to examine the effect of the treatment on dependent variables
science achievement related to chemical and physical changes and classification of matter concepts measured with Classification and Changes of Matter Concepts Test, and science attitude scores measured with Attitude Scale Toward Science as a school subject. Science Process Skills Test was used at the beginning of the study to determine students&rsquo
science process skills. ANCOVA and ANOVA were used testing the hypotheses of the study. The results showed that the cooperative learning based on conceptual change conditions group had a significantly higher scores with respect to achievement related to chemical and physical changes and classification of matter concepts than the traditionally designed science instruction group. However, there is no significant difference between the mean scores of cooperative learning based on conceptual change conditions group and traditionally designed science instruction group with respect to attitudes toward science as a school subject. Science process skills were a strong predictor for the achievement related to chemical and physical changes and classification of matter concepts. It may be useful to use the results of this study and instruments and strategies developed for this study for classroom teachers in order to help students to reduce or eliminate their misconceptions.
9
Strasunskas, Darijus. "Domain Model-Centric Distributed Development : An approach to semantics-based change impact management." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Information Technology, Mathematics and Electrical Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-683.
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Today’s information systems engineering involves large number of stakeholders, wide geographical distribution and wide range of tools. Success in system engi-neering depends on effective human communication. Early understanding and modelling of the problem domain is a key to manage large scale systems and pro-jects. This requires stakeholders to reach a certain level of shared interpretation of the domain referred throughout the development
We propose a method for semantics driven change impact assessment. In our method, first a collaborative problem analysis is conducted. The problem analysis results in an agreed and committed common understanding of the prob-lem domain, expressed in a conceptual domain model. The constructed concep-tual domain-specific model is then actively used as a communication medium, e.g., to abstract development objects from representation format in order to expli-cate their semantics. Stakeholders browse the domain model and interactively as-sociate to product fragments by selecting concept clusters that best describe the contents (intended meaning) of the product fragments.
Associations of the development objects with concepts from domain model, as well as the domain model itself constitute the basis for change impact assess-ment throughout the development. Every revision of a development object in-vokes change impact notifications that are either confirmed or rejected. Accumu-lated statistics are used to refine associations via the domain model to the direct dependency links among development objects.
The method has been implemented in a prototype system CO2SY and has been evaluated in an experiment, where a set of test users has been provided with a problem domain description including a domain model and a set of develop-ment objects. The experiment was based on two real world cases. Users were asked to perform tasks using the prototype and two comparative tools. The method and prototype have been evaluated with respect to actual performance and users perceptions. The result shows actual effectiveness, perceived ease of use and usefulness comparing to other tools used in the experiment, as well as intention of the subjects to use the method in future.
A discussion of future research directions and possible revisions of the method concludes the thesis.
10
Bari, Mohammed A. "A distributed conceptual model for stream salinity generation processes : a systematic data-based approach." University of Western Australia. School of Earth and Geographical Sciences, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0058.
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[Truncated abstract] During the last fifty years mathematical models of catchment hydrology have been widely developed and used for hydrologic forecasting, design and water resources management. Most of these models need large numbers of parameters to represent the flow generation process. The model parameters are estimated through calibration techniques and often lead to ‘unrealistic’ values due to structural error in the model formulations. This thesis presents a new strategy for developing catchment hydrology models for representing streamflow and salinity generation processes. The strategy seeks to ‘learn from data’ in order to specify a conceptual framework that is appropriate for the particular space and time scale under consideration. Initially, the conceptual framework is developed by considering large space and time scales. The space and time scales are then progressively reduced and conceptual model complexity systematically increased until ultimately, an adequate simulation of daily streamflow and salinity is achieved. This strategy leads to identification of a few key physically meaningful parameters, most of which can be estimated a priori and with minimal or no calibration. Initially, the annual streamflow data from ten experimental catchments (control and cleared for agriculture) were analysed. The streamflow increased in two phases: (i) immediately after clearing due to reduced evapotranspiration, and (ii) through an increase in stream zone saturated area. The annual evapotranspiration losses from native vegetation and pasture, the ‘excess’ water (resulting from reduced transpiration after land use change), runoff and deep storage were estimated by a simple water balance model. The model parameters are obtained a priori without calibration. The annual model was then elaborated by analysing the monthly rainfall-runoff, groundwater and soil moisture data from four experimental catchments. Ernies (control, fully forested) and Lemon (53% cleared) catchments are located in zone with a mean annual rainfall of 725 mm. Salmon (control, fully forested) and Wights (100% cleared) are located in zone with mean annual rainfall of 1125 mm. Groundwater levels rose and the stream zone saturated area increased significantly after clearing. From analysis of this data it was evident that at a monthly time step the conceptual model framework needed to include a systematic gain/loss to storage component in order to adequately describe the observed lags between peak monthly rainfall and runoff.
11
Kubanyiova, Magdalena. "Teacher development in action : an empirically-based model of promoting conceptual change in in-service language teachers in Slovakia." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10387/.
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This longitudinal mixed methods study concerns the professional development of eight non-native English as a foreign language (EFL) teachers in Slovakia. Raising awareness of the teacher's role in creating conducive learning environments has not traditionally been part of the aims of EFL teacher education programmes. This study therefore set out to explore the impact of a 20-hour experiential in-service teacher development course that had been informed by theoretical principles drawn from within as well as outside the domain of applied linguistics, including second language motivation research, group dynamics and educational psychology. A combination of quantitative measures (pre- and post-test questionnaires measuring students' perceptions of their classroom environment) and qualitative measures (interviews, observations, and written course feedback) were employed to assess the course impact on the teachers' conceptual change. The results show that although some traces of impact were found in the participants' teaching practice, conceptual change did not occur despite their positive appraisals of the programme. Further interrogation of qualitative data about the reasons for this outcome has led to the generation of an integrated model of Language Teacher Conceptual Change (LTCC), which accommodates and thus interprets the variable and individual ways in which the eight teachers responded to the course input. The fact that the complex and idiosyncratic growth patterns fitted comfortably into the proposed conceptual framework provides validation for the theoretical construct, and the LTCC model is therefore believed to offer an integrated, theoretically-informed and empirically-grounded framework for future research on language teacher development and for designing effective teacher education interventions.
12
Schumann, Sherry Haskin Cutright Marc. "The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses an application of a conceptual model /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12198.
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Hill, Rachelle Phelps. "A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33164/.
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With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instructional decisions. It also examined the extent to which the Data Coach/teacher relationship resolved teacher concerns about data-driven decision making. Phenomenological interviews with data coaches were guided by Seidman's (2006) three-series interview. Measurement of teacher use of data to make decisions was based on the concerns-based adoption model's levels of use interview protocol, stages of concern questionnaire, and innovation configuration map. By the end of one school year, two out of the three teachers never used data to make instructional decisions, although the non-users both had moved closer toward employing the innovation in their classroom. Data indicated all teachers were aware of the innovation, but all three ended the study with high personal concerns, signifying that the minimal efforts made by the data coaches to resolve concerns were not successful. This study's small sample gave the research paradigm of data-based decision making an in-depth glimpse into the process of implementing data-based instructional decision making and the Data Coach position on three middle school campuses in one large northeast Texas district.
14
Fry, Jana. "The Effect of a Change Facilitator on Project-Based Learning Curriculum Design." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984230/.
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This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.
15
Schumann, Sherry Haskin. "The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12198/.
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The purpose of this study was to examine differences and relationships in student definition and background characteristics, help seeking behaviors, academic and environmental variables between and among community college students at a single institution who successfully completed and those who did not complete online courses during a single term. An adapted version of Bean and Metzner's conceptual model of nontraditional student attrition provided the theoretical framework for the study. The results of data analysis revealed statistically significant differences between completers and noncompleters on the basis of definition, gender, ethnicity, experience and prior GPA. Statistically significant relationships were found between definition, ethnicity, gender, experience, prior GPA, orientation and completion and noncompletion. No statistically significant interactions were found between definition and experience and help seeking behaviors. No statistically significant differences, relationships or predictor variables were found by degree seeking, preassessment, or technical help seeking. Additional analyses by defining characteristics revealed statistically significant differences between completers and noncompleters on the basis of residency, age and enrollment status. Predictor variables found to be significant were definition, gender, experience, prior GPA and orientation. The odds of completion increased with nontraditional definition, female gender, higher prior GPA, and orientation participation. The odds of completion decreased with experience.
16
Kapartzianis, Achillefs S. "Designing conceptual change activities for the physics curriculum : the Cyprus paradigm." Diss., 2012. http://hdl.handle.net/10500/6049.
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This study is a two part research project that describes and evaluates the efforts of the
researcher to bring change in Cyprus' educational system, in the field of simple electric
circuits. The objective of the first part was the assessment and evaluation of Cypriot
STVE students' perceptions about simple electric circuits. The objective of the second
part was to measure the effectiveness that conceptual change model-based instructional
activities designed by the researcher had on changing students' misconceptions about
simple electric circuits towards scientifically accepted ideas. Transformative mixed
methods research design was used consisting mainly from an one-group pre-test post-test
design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2
as a research instrument, while interviews and field notes were used for triangulation. The
findings showed that there was a significant improvement in students' understanding of
simple electric circuit concepts that were taught using conceptual change model-based
instructional activities.Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education)
17
Kapertzianis, Achillefs S. "Designing conceptual change activities for the physics curriculum : the Cyprus paradigm." Diss., 2012. http://hdl.handle.net/10500/6049.
Full textAbstract:
This study is a two part research project that describes and evaluates the efforts of the
researcher to bring change in Cyprus' educational system, in the field of simple electric
circuits. The objective of the first part was the assessment and evaluation of Cypriot
STVE students' perceptions about simple electric circuits. The objective of the second
part was to measure the effectiveness that conceptual change model-based instructional
activities designed by the researcher had on changing students' misconceptions about
simple electric circuits towards scientifically accepted ideas. Transformative mixed
methods research design was used consisting mainly from an one-group pre-test post-test
design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2
as a research instrument, while interviews and field notes were used for triangulation. The
findings showed that there was a significant improvement in students' understanding of
simple electric circuit concepts that were taught using conceptual change model-based
instructional activities.Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education)
18
江帷銓. "A Study of the Effect of Cognition Framework-based Instruction Model in Conceptual change of Sound for Sixth Graders." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/24955848256920828445.
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碩士臺北市立教育大學
自然科學系碩士班
95
The purposes were designed cognition framework-based Instruction model with the strategy of using concept mapping to discuss (1) the influences of executing cognition framework-based instruction model strategies on students’ concept of sound, and (2) the influences of the maintenances of the concept of sound before and after using cognition framework-based Instruction model and general teaching methods. The research was Solomon four-group design. The samples were 128 sixth graders from four classes in an elementary school in Tucheng. Before teaching, the researcher randomly assigned two classes, one from experimental group and the other from compare group, to do the two-tier diagnostic instrument of misconceptions about sound. After instruction, two groups of students did two-tier diagnostic instrument of misconceptions about burning”, interview and concept map of sound with a week. Furthermore, one month after instruction, students took time-delay two-tier diagnostic instrument of misconceptions about sound. The collected data were analyzed by using the following statistical procedures：t-test , one-way ANOVA and two-way ANOVA . The findings showed (1) this teaching method was suitable to be applied to the related lessons of conceptions of sound in elementary school. (2) the effect of learning related conceptions of burning was obviously improved. The observation and interview analysis showed that cognition framework-based Instruction model could be used to improve students to discuss and exchange ideas, shared data with each other during the process of learning the conceptions of sound.
19
Jaccard, Jerry Louis. "A conceptual model for literature-based musical education." 1995. https://scholarworks.umass.edu/dissertations/AAI9606520.
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This study sets forth a procedural model for general music education which is intuitive, principle-driven, learner-centered, co-constructed and literature-based in contrast to any pre-designed method, yet encompasses the teaching traditions of Dalcroze, Kodaly, Orff, and Willems, among others. The model is constructed according to fundamental principles of the acquisition of musicality discovered or elaborated by selected scholars from musical and related disciplines. These principles focus on how the teacher and the learner may interact with music as a body of literature for optimum musical learning in purposeful yet flexible ways. This search for undergirding principles is driven by several questions arising from observations of musical teaching and learning experiences. These questions may be grouped into the following categories: (1) Potential relationships of music to other subjects in the curriculum; (2) Notions of talent, aptitude and intuition in the development of general musicianship; (3) Underlying cognitive processes by which musicality is developed in learners; (4) The nature of musical meaning, how it is constructed by the learner, and how teaching should facilitate this construction; and, (5) Issues of conceptualizing and organizing music as a body of literature in order to enable efficient construction of meaning. Data undergirding this study were gathered primarily through comparative analyses of key writings and musical compositions or collections, qualitative interviews of music pedagogues, and exploratory studies. These data were triangulated, then cross-compared to parallel issues in other disciplines, especially cognitive psychology and language literacy acquisition. The resulting interpretation of this information suggests that music is co-equal with other subjects, a position which implies redefining the place of music in the general school curriculum. Further, all learners are capable of some degree of musical acquisition, regardless of native talent. Additionally, learners become musical through three interdependent operations: Expressive/Experiential, Aural and Literate. The deployment of these musical operations is overarched by an artistic supra-mental intuition which can be greatly cultivated by the use of carefully organized musical literature of high quality. Musical operations are especially facilitated through observance of principles of aural and visual predictability applied to musical literature.
20
Chung, Shiao-Lan, and 鍾曉蘭. "Analysis of classroom context and students ' conceptual change through modeling-based instruction – An example of crystals and intermolecular acting force." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/496c83.
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博士國立臺灣師範大學
科學教育研究所
105
Model and modeling are important elements to science development and science education. This study explored the instructional design process before the implementation of modeling teaching and evaluated the impacts of modeling-based teaching on students’ conceptual change. Building on this research base, the current study was intended to guide students to learn concepts about crystals and intermolecular acting force by means of modeling processes―model selection, model construction, model validation, model analysis, model application, model deployment and model reconstruction (Chiu & Chung, 2010; Halloun, 1996) with the use of multi-representational models approaches (e.g., visual models, concrete models, gestural models, mathematical models, and verbal models). The research adopted a quasi-experimental design to study three groups of twelfth graders: (1) a modeling-based teaching and multi-representational models group (MM group, n = 37), (2) a modeling-based teaching group (M group, n = 37), and (3) a conventional teaching group (C group, n = 34). Three assessments (before, during, and after teaching) were conducted. The three groups used the same textbook and were each engaged in ten 50-minute teaching sessions. There were two tpyes of research tools: teaching videos (analyze class context) and paper-and-pencil tests. Paper-and-pencil tests were divided into questionnaire for crystal models, formative assessment, and learning questionnaire. The results of this study were as follows: First, ANCOVA results revealed that there were significant differences among the three groups in terms of students’ concepts (F(2, 106)=16.89, p=.000) and modeling capabilities (F(2, 106)=19.42, p=.000) in the during-instruction test. The post hoc result (LSD) was MM>M>C. Second, ANCOVA results revealed that there were significant differences among the three groups in terms of the students’ concepts (F(2, 106)=24.20, p=.000), explanation capabilities (F(2, 106)=20.06, p=.000) and modeling capabilities (F(2, 106)=24.87, p=.000) in the posttest. The post hoc result (LSD) was MM>M>C. Third, students’ ideas for model natures, model representations, model functions, and modeling processes improved after teaching. Fourth, the two experiment groups’ students think that modeling-based activities could improve concepts understanding and problem-solving skills. The research results support the assertion that modeling-based learning experiences are helpful to the learning of scientific concepts and enable students to learn how to systematically perceive such concepts and revise their misconceptions. The research findings indicate that using multiple modeling approaches for teaching should be encouraged for meaningful learning of concepts related to crystals and intermolecular acting force for secondary students.
21
Price, Norman Tinkham. "Teaching Strategies for Using Projected Images to Develop Conceptual Understanding: Exploring Discussion Practices in Computer Simulation and Static Image-Based Lessons." 2013. https://scholarworks.umass.edu/open_access_dissertations/762.
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The availability and sophistication of visual display images, such as simulations, for use in science classrooms has increased exponentially however, it can be difficult for teachers to use these images to encourage and engage active student thinking. There is a need to describe flexible discussion strategies that use visual media to engage active thinking. This mixed methods study analyzes teacher behavior in lessons using visual media about the particulate model of matter that were taught by three experienced middle school teachers. Each teacher taught one half of their students with lessons using static overheads and taught the other half with lessons using a projected dynamic simulation. The quantitative analysis of pre-post data found significant gain differences between the two image mode conditions, suggesting that the students who were assigned to the simulation condition learned more than students who were assigned to the overhead condition. Open coding was used to identify a set of eight image-based teaching strategies that teachers were using with visual displays. Fixed codes for this set of image-based discussion strategies were then developed and used to analyze video and transcripts of whole class discussions from 12 lessons. The image-based discussion strategies were refined over time in a set of three in-depth 2x2 comparative case studies of two teachers teaching one lesson topic with two image display modes. The comparative case study data suggest that the simulation mode may have offered greater affordances than the overhead mode for planning and enacting discussions. The 12 discussions were also coded for overall teacher student interaction patterns, such as presentation, IRE, and IRF. When teachers moved during a lesson from using no image to using either image mode, some teachers were observed asking more questions when the image was displayed while others asked many fewer questions. The changes in teacher student interaction patterns suggest that teachers vary on whether they consider the displayed image as a "tool-for-telling" and a "tool-for-asking." The study attempts to provide new descriptions of strategies teachers use to orchestrate image-based discussions designed to promote student engagement and reasoning in lessons with conceptual goals.