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ERIC Number: EJ1194997
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0950-0693
The Effects of Explanation-Driven Inquiry on Students' Conceptual Understanding of Redox
Lu, Shanshan; Bi, Hualin; Liu, Xiufeng
International Journal of Science Education, v40 n15 p1857-1873 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A