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Effects of Instructional Method Using Think-Aloud Paired Problem Solving and Mole-Map  

Noh, Tah-Hee (Seoul National University)
Jeong, Yeong-Seon (Seoul National University)
Kang, Suk-Jin (Seoul National University)
Yu, Ji-Yeon (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.22, no.1, 2002 , pp. 102-109 More about this Journal
Abstract
This study investigated the effects of an instructional method which consists of think-aloud paired problem solving (TAPPS) and mole-map. Three classes (100 students) of a high school were assigned to the control, the TAPPS, and the TAPPS with mole-map (M-TAPPS) groups. Prior to the instructions, students' perceptions of learning environment were examined. Tests of mole conception, problem solving ability, and perception of learning environment were administered after the instructions. Two-way ANCOVA results indicated that the high-level students in the TAPPS group performed better in the conception test than those in the control and the M-TAPPS groups. However, there was no significant difference among the three groups in problem solving ability. The scores of involvement for the TAPPS group were significantly higher than those for the control group.
Keywords
think-aloud paired problem solving; mole-map; mole; stoichiometry; problem solving ability;
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