Does teaching sequence matter when teaching high school chemistry with scientific visualisations?
Data(s) |
01/12/2012
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Resumo |
Five Canadian high school Chemistry classes in one school, taught by three different teachers, studied the concepts of dynamic chemical equilibria and Le Chatelier’s Principle. Some students received traditional teacher-led explanations of the concept first and used an interactive scientific visualisation second, while others worked with the visualisation first and received the teacher-led explanation second. Students completed a test of their conceptual understanding of the relevant concepts prior to instruction, after the first instructional session and at the end of instruction. Data on students’ academic achievement (highest, middle or lowest third of the class on the mid-term exam) and gender were also collected to explore the relationship between these factors, conceptual development and instructional sequencing. Results show, within this context at least, that teaching sequence is not important in terms of students’ conceptual learning gains. |
Formato |
application/pdf |
Identificador | |
Publicador |
Australian Science Teachers Association |
Relação |
http://eprints.qut.edu.au/56431/1/DoesTeachingSequenceMatter.pdf Fogarty, Ian, Geelan, David, & Mukherjee, Michelle (2012) Does teaching sequence matter when teaching high school chemistry with scientific visualisations? Teaching Science, 58(4), pp. 19-23. |
Direitos |
Copyright 2012 Australian Science Teachers Association. |
Fonte |
School of Curriculum; Faculty of Education |
Palavras-Chave | #130000 EDUCATION #130212 Science Technology and Engineering Curriculum and Pedagogy #130306 Educational Technology and Computing #visualisations #chemistry #sequence #high school |
Tipo |
Journal Article |