The Impact of Problem-Solving Instruction on Middle School Students' Physical Science Learning: Interplays of Knowledge, Reasoning, and Problem Solving.
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| Title: | The Impact of Problem-Solving Instruction on Middle School Students' Physical Science Learning: Interplays of Knowledge, Reasoning, and Problem Solving. |
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| Authors: | Shu-Chuan Cheng1 suejung1008tw@yahoo.com.tw, Hsiao-Ching She1 hcshe@mail.nctu.edu.tw, Li-Yu Huang1 tlp.edu@gmail.com |
| Source: | Eurasia Journal of Mathematics, Science & Technology Education. 2018, Vol. 14 Issue 3, p731-743. 13p. |
| Subject Terms: | *Problem solving, *Middle school students, *Physical sciences education |
| Abstract: | The purpose of this study is to explore the impact of problem solving instruction on 126 middle school students' learning of physical science in terms of their scientific knowledge, scientific concept dependent reasoning and problem solving ability. This study used a quasi-experiment with one factorial design of instructional approaches (problem solving and traditional hands-on learning). Sixty-one students participated in problem solving while sixty-five students participated in traditional hands-on learning. Results indicate that the problem solving group significantly outperformed the traditional hands-on learning group for both immediate and retaining effect, regardless of scientific knowledge, scientific concept dependent reasoning and scientific problem solving abilities. The regression results also indicated that the scientific concept dependent reasoning test is the best predictor for scientific problem solving ability, followed by scientific knowledge itself. Our study demonstrates that students' scientific knowledge, reasoning and problem solving all are successfully improved after receiving six weeks scientific problem solving. [ABSTRACT FROM AUTHOR] |
| Copyright of Eurasia Journal of Mathematics, Science & Technology Education is the property of Modestum Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 126644011 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impact of Problem-Solving Instruction on Middle School Students' Physical Science Learning: Interplays of Knowledge, Reasoning, and Problem Solving. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shu-Chuan+Cheng%22">Shu-Chuan Cheng</searchLink><relatesTo>1</relatesTo><i> suejung1008tw@yahoo.com.tw</i><br /><searchLink fieldCode="AR" term="%22Hsiao-Ching+She%22">Hsiao-Ching She</searchLink><relatesTo>1</relatesTo><i> hcshe@mail.nctu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Li-Yu+Huang%22">Li-Yu Huang</searchLink><relatesTo>1</relatesTo><i> tlp.edu@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Eurasia+Journal+of+Mathematics%2C+Science+%26+Technology+Education%22">Eurasia Journal of Mathematics, Science & Technology Education</searchLink>. 2018, Vol. 14 Issue 3, p731-743. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Physical+sciences+education%22">Physical sciences education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study is to explore the impact of problem solving instruction on 126 middle school students' learning of physical science in terms of their scientific knowledge, scientific concept dependent reasoning and problem solving ability. This study used a quasi-experiment with one factorial design of instructional approaches (problem solving and traditional hands-on learning). Sixty-one students participated in problem solving while sixty-five students participated in traditional hands-on learning. Results indicate that the problem solving group significantly outperformed the traditional hands-on learning group for both immediate and retaining effect, regardless of scientific knowledge, scientific concept dependent reasoning and scientific problem solving abilities. The regression results also indicated that the scientific concept dependent reasoning test is the best predictor for scientific problem solving ability, followed by scientific knowledge itself. Our study demonstrates that students' scientific knowledge, reasoning and problem solving all are successfully improved after receiving six weeks scientific problem solving. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Eurasia Journal of Mathematics, Science & Technology Education is the property of Modestum Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.12973/ejmste/80902 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 731 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Middle school students Type: general – SubjectFull: Physical sciences education Type: general Titles: – TitleFull: The Impact of Problem-Solving Instruction on Middle School Students' Physical Science Learning: Interplays of Knowledge, Reasoning, and Problem Solving. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shu-Chuan Cheng – PersonEntity: Name: NameFull: Hsiao-Ching She – PersonEntity: Name: NameFull: Li-Yu Huang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 13058215 Numbering: – Type: volume Value: 14 – Type: issue Value: 3 Titles: – TitleFull: Eurasia Journal of Mathematics, Science & Technology Education Type: main |
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