Effects of different forms of physiology instruction on the development of Students' conceptions of and approaches to science learning

Yi Hui Lin, Jyh Chong Liang, Chin Chung Tsai

研究成果: 雜誌貢獻文章

27 引文 斯高帕斯(Scopus)

摘要

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the internetassisted instruction group, whereas the class of 33 students was assigned to be the traditional instruction group. The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

原文英語
頁(從 - 到)42-47
頁數6
期刊American Journal of Physiology - Advances in Physiology Education
36
發行號1
DOIs
出版狀態已發佈 - 2012 三月
對外發佈Yes

ASJC Scopus subject areas

  • Physiology

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