Using a Learning Cycle to Deepen Chinese Primary Students' Concept Learning of the "Phases of the Moon"

Autor/in	Lin, Jing
Titel	Using a Learning Cycle to Deepen Chinese Primary Students' Concept Learning of the "Phases of the Moon"
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 11, S.2861-2874 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.02309a
Schlagwörter	Astronomy; Science Instruction; Scientific Concepts; Observation; Foreign Countries; Questionnaires; Science Teachers; Science Education; Elementary School Science; Qualitative Research; Student Attitudes; Elementary School Teachers; Elementary School Students; Teaching Methods; Grade 6; Interviews; China (Beijing) + Suchen Sie Ihr Suchwort? Astronomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Ausland; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Qualitative Forschung; Schülerverhalten; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik
Abstract	This study focuses on the internal conditions of students' concept learning and builds a learning cycle' based on the "phases of the Moon" (MP) to, deepen students' understanding. The learning cycle of MP developed in this study includes three basic learning links, which are: cognitive conflict, abstraction and generalization, and transfer practices. The three basic learning links are named CAT for short. A teaching courseware based on CAT for MP is developed and tested in real classes. 667 students and 21 science teachers use this courseware in 9 primary schools in Beijing. Three approaches for collecting data are incorporated, including: questionnaire surveys for students, interviews for students and teachers, as well as classroom observations by teachers. Findings indicate that CAT for MP is useful to engage students' thinking and deepen students' understanding of MP. Findings also suggest that CAT classroom instruction should be learner-centered and inquiry-oriented; teachers should use the "nondirective language" to guide and boost students' learning. Accordingly, the learning cycle is worth further promoting towards being applied in students' concept learning. Moreover, the mechanism and application strategies of CAT need to be further studied and generalized, the students' learning achievements need to be deeply assessed, so as to make CAT more useful for science classes and learners. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01