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ERIC Number: EJ991314
Record Type: Journal
Publication Date: 2012-Dec
Pages: 5
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1449-6313
Does Teaching Sequence Matter When Teaching High School Chemistry with Scientific Visualisations?
Fogarty, Ian; Geelan, David; Mukherjee, Michelle
Teaching Science, v58 n4 p19-23 Dec 2012
Five Canadian high school Chemistry classes in one school, taught by three different teachers, studied the concepts of dynamic chemical equilibria and Le Chatelier's Principle. Some students received traditional teacher-led explanations of the concept first and used an interactive scientific visualisation second, while others worked with the visualisation first and received the teacher-led explanation second. Students completed a test of their conceptual understanding of the relevant concepts prior to instruction, after the first instructional session and at the end of instruction. Data on students' academic achievement (highest, middle or lowest third of the class on the mid-term exam) and gender were also collected to explore the relationship between these factors, conceptual development and instructional sequencing. Results show, within this context at least, that teaching sequence is not important in terms of students' conceptual learning gains. (Contains 1 figure and 6 tables.)
Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada