ERIC Number: ED368574
Record Type: RIE
Publication Date: 1994-Mar
Reference Count: N/A
A Study of Proportional Reasoning and Self-Regulation Instruction on Students' Conceptual Change in Conceptions of Solution.
Hwang, Bao-tyan; Liu, Yuan-sheng
In an effort to investigate the effects of a teaching strategy that helps students to identify concept conflicts through experimentation and guided investigation on students' conceptual changes and learning outcomes, 596 students (393 junior high school, 170 senior high school, and 33 college students) were administered two solution tests (pre-test and post test designed to identify students' conceptions of solutions in chemistry) and a proportional reasoning test. The results suggest that teachers can use cognitive development such as proportional reasoning ability as an indicator when teaching chemistry. In addition, the findings suggest that the use of concept conflict in teaching in the classroom will improve most students' understanding of concepts of solution. (ZWH)
Publication Type: Reports - Research; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Identifiers: Chemical Solutions; Proportional Reasoning; Taiwan
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Anaheim, CA, March, 1994).