Literaturnachweis - Detailanzeige
Autor/inn/en | Yerrick, Randy K.; Simons, Tiffany |
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Titel | The Affordances of Fiction for Teaching Chemistry |
Quelle | In: Science Education International, 28 (2017) 3, S.232-243 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1450-104X |
Schlagwörter | Chemistry; Science Instruction; Teaching Methods; Science Fiction; Reading Materials; Films; Control Groups; Experimental Groups; Action Research; Pretests Posttests; Achievement Tests; Interviews; Scores; Observation; Journal Writing; Teacher Attitudes; Secondary School Science; High School Students; Quasiexperimental Design Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Projektforschung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Interviewing; Interviewtechnik; Beobachtung; Zeitschriftenaufsatz; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin |
Abstract | As science fiction has a way of capturing the human imagination that few other genres can rival, this study sought to investigate the effects of using science fiction on the performance and interest of high school chemistry students. An action research approach was used to guide the first author's practice as she studied two college preparatory chemistry classrooms. One class was used as a control group and received traditional chemistry instruction through lecture and labs. The second class was provided with supplemental excerpts of science fictional reading and film. Student scores on a pre-assessment and post-assessment achievement test items were analyzed and supplemented with student interviews and field note observations, and a teacher reflective journal was used to complement achievement data and inform findings regarding the effectiveness of including fiction as a pedagogical choice. Implications for this study on teaching tools, methodologies, and curriculum development are discussed. (As Provided). |
Anmerkungen | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |