CHED 366 |
| In one method course of chemistry education from Korean university, junior students learned and investigated chemistry concepts regarding material properties in various instructional contexts such as problem solving, concept learning, hands-on activity, inquiry into scientific inquiry, etc. In all cases, students were asked to follow P-O-E (predict-observe-explain) inquiry mode. Following sociocultural constructivist theory, we investigated how these multiple instructional representations as mediation tools promoted students' concept learning and attitude for science learning. Some of the instructional representations that we utilized were visualized qualitative problems, posters for reporting mini-contest result, tables and pictures for quantitative problem solving, and so on. All class sessions for the units were video recorded and transcribed and student works were collected. Semi structured interview for students' conceptual understanding and metacognitive comprehension were audio taped during and after the unit and transcribed. Students' philosophy of teaching statements and journals also were collected. Recursive and reflective thinking about the concept through various instructional representational modes provided students better problem solving abilities both qualitatively and quantitatively. Students not only established their explanations about what they observed and inquired through scientific model-based reasoning but also demonstrated higher score in science learning attitude. |
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Research in Chemical Education
8:30 AM-12:15 PM, Tuesday, August 21, 2007 Seaport -- Constitution Room, Oral
Division of Chemical Education |