The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instruction on Students' Understanding of Pho- tosynthesis and Respiration in Plants  

作　　者：Salem Abedel Aziz Alkhawaldeh 

机构地区：[1]Faculty of Educational Sciences,Department of Curricula and Instructions,Al al-Bayt University,Mafraq,Jordan

出　　处：《Journal of International Education and Practice》2019年第1期37-46,共10页国际教育与实践（英文）

摘　　要：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 the photosynthesis and respiration in plants.A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.

关 键 词：Cyclic inquiry model Conceptual change text PHOTOSYNTHESIS Misconceptions Science education 

分 类 号：H31[语言文字—英语]