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The Effect of Cooperative Learning Environments in Conceptual Change Instruction on Students' Cognitive and Affective Outcomes  

Han, Jae-Young (Chungbuk National University)
Jeong, Eun-Hee (Chungbuk National University)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.25, no.5, 2005 , pp. 555-562 More about this Journal
Abstract
This study investigated the effects of cooperative learning environments in conceptual change instruction upon students' conception, achievement, learning motivation, attitude toward science instruction, and perception of involvement. Two classes of 8th graders at a co-ed middle school were assigned to the treatment and the comparison groups. They were taught about density, boiling point, freezing point, and solubility for 11 class hours. The treatment group's learning environment involved cooperative conceptual change instructions while the comparison group's environment incorporated individual conceptual change instructions. Mann-Whitney test results revealed that the scores of the conception and achievement test for the treatment group were significantly higher than those for the comparison group. The perceptions of involvement for the treatment group were more positive than those for the comparison group. The scores of the learning motivation test for the treatment group were found to be significantly higher than those for the comparison group based on a two-way ANCOVA analysis. However, attitudes toward science instruction were not found to be significantly different between the two groups.
Keywords
conceptual change; cooperative learning; individual learning;
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Times Cited By KSCI : 2  (Citation Analysis)
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