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http://dx.doi.org/10.5467/JKESS.2014.35.4.267

The Effects of Problem-Solving Inquiry Teaching Using Concept Sketches on Conceptual Changes about Plate Tectonics and Science-Related Attitudes  

Kwon, Young Shin (Gyeonggi Changjo High School)
Kim, Jeong Yul (Department of Earth Science Education, Korea National University of Education)
Publication Information
Journal of the Korean earth science society / v.35, no.4, 2014 , pp. 267-276 More about this Journal
Abstract
The purpose of this study is to investigate the effects of problem-solving inquiry teaching using concept sketches on conceptual changes about plate tectonics and science-related attitudes. The subjects of this study were two classes of second-year students of K high school located at Anseong in Gyeonggi Province. Before instruction, a conceptual test was conducted to survey student's preconceptions about plate tectonics. The control group took a traditional lesson, while the experimental group was applied to problem-solving inquiry teaching using concept sketches. After the inquiry instruction, TOSRA (Test of Science-Related Attitudes) was administered to find out changes in science-related attitudes of the two groups. The results of this study are as follows. The experimental group understood concepts of plate tectonics better than the control group, which means that problem-solving inquiry teaching using concept sketches was more effective in students' conceptual understanding. Science-related attitudes of the experimental group showed a significant change in the categories of 'normality of scientists', 'pleasure of science lessons', and 'interests on science as a hobby'. In conclusion, the instruction of problem-solving inquiry using concept sketches produced students' positive changes in conceptual understanding about plate tectonics and science-related attitudes.
Keywords
concept sketches; problem-solving inquiry teaching; conceptual changes; science-related attitudes;
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