The Effect of Computer Models as Formative Assessment on Student Understanding of the Nature of Models

Autor/inn/en	Park, Mihwa; Liu, Xiufeng; Smith, Erica; Waight, Noemi
Titel	The Effect of Computer Models as Formative Assessment on Student Understanding of the Nature of Models
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.572-581 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Mihwa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C7RP00018A
Schlagwörter	Formative Evaluation; Pretests Posttests; Computer Assisted Instruction; Teaching Methods; Secondary School Teachers; High School Students; Intervention; Hierarchical Linear Modeling; Multiple Regression Analysis; Chemistry; Science Instruction; Comparative Analysis; Control Groups; Experimental Groups; Course Content; Models + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursprogramm; Analogiemodell
Abstract	This study reports the effect of computer models as formative assessment on high school students' understanding of the nature of models. Nine high school teachers integrated computer models and associated formative assessments into their yearlong high school chemistry course. A pre-test and post-test of students' understanding of the nature of models using a published measurement instrument on the nature of models were conducted. A four-step hierarchical multiple regression and a two-level (level 1--student and level 2--teacher) hierarchical linear modeling were used to test the effect of the intervention on students' understanding of the nature of models. Our analysis revealed a significant effect of frequencies of using computer models for four of the five sub-scales related to the nature of models. The implications of these findings are that, as students have more experience using computer models in their classroom, they develop a better understanding of the nature of models. However, their understanding of models as multiple representations did not show a significant improvement, possibly due to the lack of support from teachers, who in turn need both content and pedagogical supports within their teaching. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01