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http://dx.doi.org/10.5012/jkcs.2004.48.1.077

Analysis of the Effects of Teaching Method Using Ball-and-Stick Models in the Middle School  

Jin, Hee-Ja (Hwi Kyung Girl's Middle School)
Park, Kwang-Seo (Department of Chemistry Education, Korea National University of Education)
Kim, Dong-Jin (Department of Chemistry Education, Korea National University of Education)
Kim, Kyong-Mee (Department of Chemistry Education, Korea National University of Education)
Park, Kuk-Tae (Department of Chemistry Education, Korea National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.48, no.1, 2004 , pp. 77-84 More about this Journal
Abstract
The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.
Keywords
Materials; Concepts; Teaching Method; Ball-and-Stick Model; Long-Term Memory Effect; Congnitive Level;
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