{"title":"循环探究模式、概念转换文本和传统教学对学生理解植物光合作用和呼吸作用的比较效果","authors":"Salem A. Alkhawaldeh","doi":"10.30564/JIEP.V2I1.335","DOIUrl":null,"url":null,"abstract":"The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI) group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instructions on Student Understanding of Photosynthesis and Respiration in Plant\",\"authors\":\"Salem A. Alkhawaldeh\",\"doi\":\"10.30564/JIEP.V2I1.335\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI) group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.\",\"PeriodicalId\":67493,\"journal\":{\"name\":\"国际教育与实践(英文)\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-03-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"国际教育与实践(英文)\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.30564/JIEP.V2I1.335\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"国际教育与实践(英文)","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.30564/JIEP.V2I1.335","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instructions on Student Understanding of Photosynthesis and Respiration in Plant
The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI) group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.
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