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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

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.

原文英語
頁(從 - 到)153-181
頁數29
期刊Journal of Research in Education Sciences
60
發行號3
DOIs
出版狀態已發佈 - 2015 九月
對外發佈

ASJC Scopus subject areas

  • 教育

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