Comparing the Effects of Modelling and Analogy on High School Students' Content Understanding and Transferability: The Case of Atomic Structure

Autor/inn/en	Xue, Song; Sun, Daner; Zhu, Liying; Huang, Hui-Wen; Topping, Keith
Titel	Comparing the Effects of Modelling and Analogy on High School Students' Content Understanding and Transferability: The Case of Atomic Structure
Quelle	In: Journal of Baltic Science Education, 21 (2022) 2, S.325-341 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Xue, Song) ORCID (Sun, Daner) ORCID (Zhu, Liying) ORCID (Topping, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Science Instruction; Teaching Methods; Logical Thinking; Models; Scientific Concepts; Nuclear Physics; Molecular Structure; High School Students; Instructional Effectiveness; Transfer of Training; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Atomphysik; Kernphysik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Training; Transfer; Ausbildung; Ausland
Abstract	Analogies and modelling have been developed and applied in learning and teaching science to facilitate students' understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies--analogy-based teaching (ABT) and modelling-based teaching (MBT)--this study aims to compare the effects of ABT and MBT on high school students' content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students' content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students' drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01