THE SEQUENCE OF LEARNING CYCLE ACTIVITIES IN HIGH-SCHOOL CHEMISTRY
THE SEQUENCE OF LEARNING CYCLE ACTIVITIES IN HIGH-SCHOOL CHEMISTRY
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DOI：
10.1002/tea.3660230205
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发表时间：
1986-02-01
影响因子：
4.6
通讯作者：
RENNER, JW
中科院分区：
文献类型：
--
作者：
ABRAHAM, MR;RENNER, JW
两个高中化学学习周期的三个阶段的顺序被改变，以便：（I）深入了解学习周期成功的因素，（2）作为皮亚杰理论与学习周期之间关联的间接测试，以及（3）将学习周期与传统教学进行比较。六个序列中的每一个（一个没有，五个改变）都通过内容和属性测量进行了研究。研究结果支持了这样的论点：正常的学习周期顺序是获得内容知识的最佳顺序。
The sequence of the three phases of two high school learning cycles in chemistry was altered in order to: (I ) give insights into the factors which account for the success of the learning cycle, (2) serve as an indirect test of the association between Piaget's theory and the learning cycle, and (3) to compare the learning cycle with traditional instruction. Each of the six sequences (one n o d and five altered) was studied with content and atritudc measures. The outcomes of the study supported the contention that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge.