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http://dx.doi.org/10.14697/jkase.2008.28.6.675

The Effects of the Prescribed Instructional Strategy for Reducing Students' Connecting Errors in Learning Chemistry Concepts with Multiple External Representations  

Kang, Hun-Sik (Chuncheon National University of Education)
Kim, You-Jung (Seoul National University)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.28, no.6, 2008 , pp. 675-684 More about this Journal
Abstract
This study investigated the effects of the prescribed instructional strategy for reducing students' connecting errors in learning chemistry concepts with multiple external representations by students' field independence-dependence. Seventh graders (N=126) at a coed middle school were assigned to control and treatment groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the students in the treatment group scored significantly higher than those in the control group in a conception test. The scores of the treatment group were significantly higher than those of the control group in a motivational learning test, especially in 'attention' of the test. However, there was no significant interaction between the instruction and students' field independence-dependence in the two tests. Most students in the treatment group perceived the instruction positively in cognitive and motivational aspects.
Keywords
connecting error; multiple external representations; field independence-dependence; chemistry concept;
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Times Cited By KSCI : 4  (Citation Analysis)
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