环境修复
观念转变
环境科学
环境化学
化学
心理学
数学教育
污染
生物
生态学
标识
DOI:10.59231/edumania/9056
摘要
The study was conducted to explore the impact of conceptual change texts integrated instruction on 10th class students’ understanding of chemical bonding concepts. It mainly aimed to investigate how conceptual change texts stimulate students’ prior knowledge, identifying misconceptions, and to help them to understand the chemical bonding concepts by using analogies, explanations, and examples. In conceptual changes text, analogies were used to deal with students’ misconceptions. The results analysis revealed that conceptual change texts-oriented instructions have a positive impact on students’ understanding of scientific conceptions related to chemical bonding and also helpful in resolving the misconceptions. Mean scores of both groups showed that students in the experimental group performed better with respect to chemical bonding concepts.
科研通智能强力驱动
Strongly Powered by AbleSci AI