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http://dx.doi.org/10.5467/JKESS.2008.29.2.163

A Comparative Study of Knowledge Integration in the Textbook and Students' Mental Model about the Phases of the Moon  

Sung, Na-Hae (Department of Earth Science Education, Seoul National University)
Choe, Seung-Urn (Department of Earth Science Education, Seoul National University)
Publication Information
Journal of the Korean earth science society / v.29, no.2, 2008 , pp. 163-174 More about this Journal
Abstract
In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.
Keywords
mental model; knowledge integration; inquiry skill; scientific concept;
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Times Cited By KSCI : 2  (Citation Analysis)
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