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http://dx.doi.org/10.14697/jkase.2020.40.4.375

Development and Application of the Multiple Representation-Based Learning Strategies Using Augmented Reality on the Concept of the Particulate Nature of Matter  

Lee, Jaewon (Korea Institute for Curriculum and Evaluation)
Park, Gayoung (Seoul National University)
Noh, Taehee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.4, 2020 , pp. 375-383 More about this Journal
Abstract
In this study, we investigated the effects of the multiple representation-based learning strategies using augmented reality in terms of students' conceptual understanding, achievement, and enjoyment of science lessons. 136 8th-grade students in a coed middle school were randomly assigned to the treatment and the control group. The students learned the concept of the particulate nature of matter related to the properties of substances for four class periods. The multiple representation-based learning strategies designed to facilitate the connecting and integrating representations provided from augmented reality were developed and administered to the students of the treatment group. Results of two-way ANCOVA revealed that the scores of a conceptions test and enjoyment of science lessons test of the treatment group were significantly higher than those of the control group, regardless of their prior science achievement. In a conceptions test, there was a significant difference in the concept of preservation of particles. However, the difference was not statistically significant in the concept of distribution and motion of particles. In terms of an achievement test, there was a significant interaction effect by their prior science achievement. The scores of low-level students were significantly improved, but the effects were not significant to high-level students. On the bases of the results, educational implications for effective teaching and learning using augmented reality are discussed.
Keywords
augmented reality; multiple representation-based learning; particulate nature of matter;
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Times Cited By KSCI : 15  (Citation Analysis)
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