A Cross-Grade Study Validating the Evolutionary Pathway of Student Mental Models in Electric Circuits

Autor/in	Lin, Jing-Wen
Titel	A Cross-Grade Study Validating the Evolutionary Pathway of Student Mental Models in Electric Circuits
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 7, S.3099-3137 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2017.00707a
Schlagwörter	Cognitive Structures; Models; Visualization; Foreign Countries; Hypothesis Testing; Graphs; Equipment; Science Education; Concept Formation; Scientific Concepts; Age Differences; Elementary Secondary Education; Electronic Equipment; Grade 3; Grade 5; Grade 7; Grade 9; Science Tests; Taiwan + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Analogiemodell; Visualisation; Visualisierung; Ausland; Hypothesenprüfung; Hypothesentest; Grafische Darstellung; Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung; Age; Difference; Age difference; Altersunterschied; Elektronisches Gerät; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Cross-grade studies are valuable for the development of sequential curriculum. However such studies are time and resource intensive and fail to provide a clear representation to integrate different levels of representational complexity. Lin (Lin, 2006; Lin & Chiu, 2006; Lin, Chiu, & Hsu, 2006) proposed a cladistics approach in conceptual evolution to construct a hypothetical Conceptual Evolution Tree (CET; also called Evolutionary Pathway of Student Mental Models) in electric circuits which overcome the limitations of earlier cross-grade studies. The aims of this study are to validate this hypothesis and to integrate with the CET graph to better understand Taiwanese students' conceptual evolution in electric circuits. This study uses a web-based mental model diagnosis system to collect 1,441 cross-grade students' data. The results show that the empirical cross-grade survey data closely meet the hypothesis. The CET graph in electric circuits well explains the relationship between student conceptual evolution from Grade 1 to 9 and the curriculum influences by comparing to the empirical data. The validated CET graph in electric circuits could be a useful tool for science educators in designing sequential curriculum content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01