Implementation of 5E Inquiry Incorporated with Analogy Learning Approach to Enhance Conceptual Understanding of Chemical Reaction Rate for Grade 11 Students

Autor/inn/en	Supasorn, Saksri; Promarak, Vinich
Titel	Implementation of 5E Inquiry Incorporated with Analogy Learning Approach to Enhance Conceptual Understanding of Chemical Reaction Rate for Grade 11 Students
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 1, S.121-132 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00190G
Schlagwörter	Scientific Concepts; Concept Formation; Science Instruction; Chemistry; Grade 11; Secondary School Science; Inquiry; Teaching Methods; Science Experiments; Comprehension; Statistical Analysis; Pretests Posttests; Learner Engagement; Evaluation; Science Process Skills; Logical Thinking; Multiple Choice Tests; High School Students; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Statistische Analyse; Evaluierung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland
Abstract	The main purpose of this study was to enhance student understanding of the scientific concepts of chemical reaction rate. Forty-four grade 11 students were the target group. The treatment tools were seven learning plans of 5E inquiry incorporated with an analogy learning approach during 15 hours of class time. In each learning plan, the students (1) addressed a scientific question regarding chemical reaction rate, (2) explored evidence to answer the question by carrying out a corresponding experiment, (3) drew explanations from collected evidence to answer the question, (4) elaborated their understanding by studying the given analogy and the target, and (5) evaluated their conceptual understandings by creating their own analogy and identifying similarities and differences of their analogies and the targets. The data collecting tool was a conceptual test of chemical reaction rate, consisting of 30 two-tier three-choice questions. The normalized learning gain for the whole conceptual test was at the medium gain level (0.64). The dependent samples t-test analysis indicated that the post-conceptual test score (mean 45.32, SD 6.46) was statistically higher than the pre-test score (mean 19.70, SD 3.10), but was statistically lower than the retention test score (mean 48.03, SD 9.04) at the significance level of 0.05. In the pre-conceptual test, the percentages of students in the good-, alternative-, and misconception categories were 13.69, 38.45, and 47.86, respectively. In the post-conceptual test, the percentages of students in these categories were 64.72, 24.6, and 10.63, respectively. This finding indicates that this implementation was an effective means to enhance and retain students' conceptual understanding of chemical reaction rate. (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