The Effects of Explanation-Driven Inquiry on Students' Conceptual Understanding of Redox

Autor/inn/en	Lu, Shanshan; Bi, Hualin; Liu, Xiufeng
Titel	The Effects of Explanation-Driven Inquiry on Students' Conceptual Understanding of Redox
Quelle	In: International Journal of Science Education, 40 (2018) 15, S.1857-1873 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Shanshan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1513670
Schlagwörter	Science Education; Inquiry; Scientific Concepts; Misconceptions; Chemistry; Science Instruction; Teaching Methods; Experimental Groups; Control Groups; Outcomes of Education; Science Achievement; High School Students; Grade 10; Foreign Countries; Science Process Skills; China + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Missverständnis; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland
Abstract	The study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students' redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the treatment group and another class that received conventional teaching was set as the control group. Students' conceptual understanding was measured by a standardised instrument, and the students' misconceptions were compared. The analysis of covariance showed that EDI teaching had significant effects on students' redox conceptual understanding, and the results of the chi-square test demonstrated that students' conceptual understanding level was improved by using EDI teaching. Also, after comparing the two groups of students' misconceptions of redox, the results indicated that the students' misconceptions changed toward deeper conceptual understanding in the treatment group that used EDI. Finally, some suggestions were made on how to implement EDI in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01