The Effects of Combining Inquiry-Based Teaching with Science Magic on the Learning Outcomes of a Friction Unit
Saved in:
| Title: | The Effects of Combining Inquiry-Based Teaching with Science Magic on the Learning Outcomes of a Friction Unit |
|---|---|
| Language: | English |
| Authors: | Jang-Long Lin, Meng-Fei Cheng, Shih-Yin Lin, Jih-Yuan Chang, Hsiao-Wen Li, Deng-Min Lin |
| Source: | Journal of Baltic Science Education. 2017 16(2):218-227. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Science Instruction, Inquiry, Scientific Concepts, Grade 8, Instructional Effectiveness, Concept Formation, Student Attitudes, Foreign Countries, Junior High School Students, Science Activities, Student Interests |
| Geographic Terms: | Taiwan |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | This research used a quasiexperimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students' learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420710 |
| Database: | ERIC |
| Abstract: | This research used a quasiexperimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students' learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group. |
|---|---|
| ISSN: | 1648-3898 2538-7138 |
