Using a knowledge-integration-based digital curriculum to facilitate scientific literacy in learning chemical reactions

Hsin Yi Chang*, Shu Yuan Chang, Ching Jang Lo, Jeng Fung Hung

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

In this study, we implemented a digital science curriculum design based on the knowledge integration perspective to replace the conventional textbook-based curriculum, focusing on the topic of chemical reactions. We investigated the influence of the curriculum on the eighth-grade students’ scientific literacy relating to the concepts of chemical reactions. The participants were two classes consisting of 58 students: one class received instructions by using the knowledge-integration-based digital curriculum and the other class received instructions by using conventional textbooks. Data collected included pretest, posttest, midterm exam, and delayed posttest results, consisting of items that measured students’ scientific literacy relating to the concepts of chemical reactions. The results indicated that the knowledge-integration-based digital curriculum has both short-term and long-term effects on facilitating students’ scientific literacy. However, students’ performances in scientific literacy after the instruction were not associated with their performances in traditional school exams. Concerns of school tests and instructions were discussed.

Original languageEnglish
Pages (from-to)153-181
Number of pages29
JournalJournal of Research in Education Sciences
Volume60
Issue number3
DOIs
Publication statusPublished - 2015 Sep
Externally publishedYes

Keywords

  • Chemical reaction
  • Curriculum infusion
  • Knowledge integration
  • Scientific literacy

ASJC Scopus subject areas

  • Education

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