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.
| Original language | English |
|---|---|
| Pages (from-to) | 218-227 |
| Number of pages | 10 |
| Journal | Journal of Baltic Science Education |
| Volume | 16 |
| Issue number | 2 |
| Publication status | Published - 2017 Jan 1 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Education
Cite this
}
The effects of combining inquiry-based teaching with science magic on the learning outcomes of a friction unit. / Lin, Jang Long; Cheng, Meng Fei; Lin, Shih Yin; Chang, Jih Yuan; Chang, Ying Chi; Li, Hsiao Wen; Lin, Deng Min.
In: Journal of Baltic Science Education, Vol. 16, No. 2, 01.01.2017, p. 218-227.Research output: Contribution to journal › Article
TY - JOUR
T1 - The effects of combining inquiry-based teaching with science magic on the learning outcomes of a friction unit
AU - Lin, Jang Long
AU - Cheng, Meng Fei
AU - Lin, Shih Yin
AU - Chang, Jih Yuan
AU - Chang, Ying Chi
AU - Li, Hsiao Wen
AU - Lin, Deng Min
PY - 2017/1/1
Y1 - 2017/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85018710423&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85018710423&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85018710423
VL - 16
SP - 218
EP - 227
JO - Journal of Baltic Science Education
JF - Journal of Baltic Science Education
SN - 1648-3898
IS - 2
ER -