Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture
Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture
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使用科学写作启发式方法增强学生对化学变化和混合物的理解
DOI：
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发表时间：
2013
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通讯作者：
Murat Gunel
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作者：
Sevgi Kıngır;O. Geban;Murat Gunel
本研究探讨了科学写作启发式方法对九年级学生理解化学变化和混合物概念的影响。本研究选取了土耳其一所公立高中的两位化学老师所教授的四个完整的班级；其中一个班为治疗组，另一个班为对照组。实验组学生采用SWH教学方法，对照组学生采用传统设计的化学教学方法。测量学生对化学变化和混合物单元的概念理解的测试作为前测试和后测试对两组进行。在教学结束时，对治疗组的13名学生和对照组的8名学生进行了半结构化访谈。ANCOVA结果显示，在学生对化学变化和混合物概念的理解方面，SWH方法优于传统方法。访谈结果显示，治疗组学生对化学变化和混合物概念的科学理解强于对照组。
This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students’ understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with traditionally designed chemistry instruction. Tests measuring students’ conceptual understanding in the units of chemical change and mixture were administered as pre- and posttest for both groups. At the end of the instruction, semistructured interviews were conducted with 13 students from the treatment group and eight students from the comparison group. ANCOVA results revealed that the SWH approach was superior to the traditional approach on students’ understanding of chemical change and mixture concepts. Interview results indicated that students in the treatment group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in the comparison group.