TY - JOUR
T1 - Using a knowledge-integration-based digital curriculum to facilitate scientific literacy in learning chemical reactions
AU - Chang, Hsin Yi
AU - Chang, Shu Yuan
AU - Lo, Ching Jang
AU - Hung, Jeng Fung
N1 - Publisher Copyright:
© 2015 National Taiwan Normal University. All rights reserved.
PY - 2015/9
Y1 - 2015/9
N2 - 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.
AB - 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.
KW - Chemical reaction
KW - Curriculum infusion
KW - Knowledge integration
KW - Scientific literacy
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U2 - 10.6209/JORIES.2015.60(3).06
DO - 10.6209/JORIES.2015.60(3).06
M3 - Article
AN - SCOPUS:84942898394
SN - 2073-753X
VL - 60
SP - 153
EP - 181
JO - Journal of Research in Education Sciences
JF - Journal of Research in Education Sciences
IS - 3
ER -