A Comparative Study on the Effects of Learning Sequences of Chemical Change Concepts

교수 학습 순서에 따른 화학 변화에 관련 개념 획득 정도의 비교 연구

  • Lee, Hye Rann (Shinseo Middle School) ;
  • Ryu, Oh Hyun (Department of Chemical Education, Korea National University of Education) ;
  • Lim, Kwang Su (Department of Chemical Education, Korea National University of Education) ;
  • Paik, Seoung Hey (Department of Chemical Education, Korea National University of Education) ;
  • Park, Kuk Tae (Department of Chemical Education, Korea National University of Education)
  • 이혜란 (신서중학교) ;
  • 류오현 (한국교원대학교 화학교육과) ;
  • 임광수 (한국교원대학교 화학교육과) ;
  • 백성혜 (한국교원대학교 화학교육과) ;
  • 박국태 (한국교원대학교 화학교육과)
  • Published : 19990800

Abstract

This study was to investigate the effective order of instruction for students learning the concepts of chemical change. Chemical change was considered as the important area in 8th grade chemistry part. The study consisted of 168 8th grade students, two classes of boys and girls each, from a middle school in Seoul. They were divided into two groups, the experimental group and the control group. The control group was taught in the order, which was presented in the science textbook; chemical change, atom, and molecule (CAM). For the experimental group, the order was molecule, atom, and chemical change (MAC). From the results of the study, there was a statistically significant difference between the control group and the experimental group. But the interviews indicated that the students were confused with the MAC method in spite of the effective learning. Therefore, for more effective concepts learning without a confusion, we need to provide our students with various learning sequences of science textbooks rather than fixed learning sequences.

Keywords

References

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