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ERIC Number: EJ917726
Record Type: Journal
Publication Date: 2011-Mar
Pages: 32
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: ISSN-0950-0693
Examining the Relationship between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry
Gobert, Janice D.; O'Dwyer, Laura; Horwitz, Paul; Buckley, Barbara C.; Levy, Sharona Tal; Wilensky, Uri
International Journal of Science Education, v33 n5 p653-684 Mar 2011
This research addresses high school students' understandings of the nature of models, and their interaction with model-based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students' understandings of models were collected using the Students' Understanding of Models in Science (SUMS) survey as part of a large-scale, longitudinal study in the context of technology-based curricular units in each of the three science domains. The results of ANOVA and regression analyses showed that there were differences in students' pre-test understandings of models across the three domains, and that higher post-test scores were associated with having engaged in a greater number of curricular activities, but only in the chemistry domain. The analyses also showed that the relationships between the pre-test understanding of models subscales scores and post-test content knowledge varied across domains. Some implications are discussed with regard to how students' understanding of the nature of models can be promoted. (Contains 2 notes and 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A