Impacts of Multi-representational Instruction on High School Students' Conceptual Understandings of the Particulate Nature of Matter
Impacts of Multi-representational Instruction on High School Students' Conceptual Understandings of the Particulate Nature of Matter
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DOI：
10.1080/09500690802178628
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发表时间：
2009-01-01
影响因子：
2.3
通讯作者：
Trundle, Kathy C.
中科院分区：
文献类型：
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作者：
Adadan, Emine;Irving, Karen E.;Trundle, Kathy C.
本研究以42名高中化学导论学生为被试，探讨了他们在教学前和教学后对物质粒子性质的概念理解。两组学生，谁是由同一位老师教，收到两种可能的教学干预之一：基于改革的教学（RBT）或基于改革的教学与多重表征（RBTW/MR）。RBTw/MR指令与RBT指令的不同之处在于使用多种表征（视觉，文本，口头）的频率与宏观现象和可能发生在亚微观层面的行动的关系。本研究采用质性研究方法，包括开放式问卷和访谈，调查和描述了参与者对PNM的概念理解。研究结果表明，在教学前，所有参与者都对PNM的各个方面持有一系列不同的概念。后指令的研究结果表明，RBTW/MR指令是更有效地促进科学的理解PNM比没有多个表示的指令。
This quasi-experimental study examined 42 high school introductory chemistry students' conceptual understandings of the particulate nature of matter (PNM) before and immediately after instruction. Two groups of students, who were taught by the same teacher, received one of two possible instructional interventions: Reform-Based Teaching (RBT) or Reform-Based Teaching with Multiple Representations (RBTw/MR). The RBTw/MR instruction differed from the RBT instruction in terms of the frequency of using multiple representations (visual, textual, oral) in relationship to the macroscopic phenomenon and the likely actions occurring at the submicroscopic level. Qualitative research methods, including open-ended questionnaires and interviews, were used to investigate and describe participants' conceptual understandings of the PNM over time. The findings indicated that before instruction all participants held a range of alternative conceptions about the aspects of the PNM. Post-instruction findings indicate that the RBTw/MR instruction was more efficacious in promoting a scientific understanding of the PNM than was the instruction without multiple representations.