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The Influences of Role-Playing Analogy in Chemistry concept Learning  

Noh, Tae-Hee (Seoul National University)
Byun, Soon-Hwa (Seoul National University)
Jeon, Kyung-Moon (Seoul National University)
Kwon, Hyeok-Soon (Chungju National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.23, no.3, 2003 , pp. 246-253 More about this Journal
Abstract
This study investigated the influences of role-playing analogy upon students' scientific conceptual understandings, application abilities, retentions of conception and application, and learning motivation. Four classes of 7th grade at a middle school in Seoul were assigned to control and treatment groups, and taught about 'motion of molecules' for 4 class hours. For the Treatment group, role-playing analogy instruction was used. The traditional instruction was used for the control group. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the tests on the conception, the retention of application, and the confidence. In the tests of the application, attention, and relevance, there were significant interactions between instruction and student' gender. Both female and male students in the treatment group scored significantly higher than those in the control group in the application test. In the case of attention and relevance tests, male students in the treatment group scored significantly higher than those in the control group. Educational implications are discussed.
Keywords
role-playing analogy; motion of molecules; conceptual understanding; application ability;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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