Promoting Senior Primary School Students' Understanding of Particulate Nature of Matter through Inquiry Instruction with Multiple Representations

Autor/inn/en	Adadan, Emine; Ataman, Müjde Müge
Titel	Promoting Senior Primary School Students' Understanding of Particulate Nature of Matter through Inquiry Instruction with Multiple Representations
Quelle	In: Education 3-13, 49 (2021) 3, S.317-329 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adadan, Emine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1854960
Schlagwörter	Elementary School Students; Grade 6; Preadolescents; Active Learning; Inquiry; Teaching Methods; Science Instruction; Instructional Effectiveness; Scientific Concepts; Concept Formation; Chemistry; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Pre-adolescence; Präadoleszenz; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Concept learning; Begriffsbildung; Chemie; Ausland; Türkei
Abstract	This study examined the change in the two groups of senior primary school students' understanding of particulate nature of matter (PNM) before and after each group involved in related instructions, namely inquiry instruction with multiple representations (IIMR) and regular instruction (RI). Data were collected through a two-tier questionnaire, and the data were analysed utilising statistical methods to compare the extent of change across the groups. The results revealed that both groups of students held similar but poor understandings of PNM before the instruction. Following the instruction, the IIMR students showed a greater improvement in scientific understandings about the PNM compared to their counterparts in the RI group. The results exhibited that carefully designed instruction of IIMR were strongly served for fostering students' scientific understanding of PNM in comparison to the RI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01