NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ875842
Record Type: Journal
Publication Date: 2010-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1059-0145
The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Eleventh-Grade Students Understanding of Cellular Respiration Concepts
Al khawaldeh, Salem A.; Al Olaimat, Ali M.
Journal of Science Education and Technology, v19 n2 p115-125 Apr 2010
The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction to eleventh-grade students' understanding of cellular respiration concepts, and their retention of this understanding. Cellular respiration concepts test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administrated as pre-test, post-test, and delayed post-test to a total of 70 eleventh-grade students in two classes of the same high school in an urban area, taught by the same teacher. The experimental group was a class of 34 students who received conceptual change texts accompanied by concept mapping instruction. A class of 36 students comprised the control group who received traditional instruction. Besides treatment, previous understanding and logical thinking ability were other independent variables involved in this study. The results showed that logical thinking, treatment, previous understanding of cellular respiration concepts each made a statistically significant contribution to the variation in students' understanding of cellular respiration concepts. The result also showed that conceptual change texts accompanied by concept mapping instruction was significantly better than traditional instruction in retention of this understanding.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A