Transcript The Effect of Inquiry Laboratory on Conceptual Understanding Miha Lee

The Effect of Inquiry Laboratory
on Conceptual Understanding
Miha Lee
California State University Northridge
Overview of Study
Participants: Korean 11th Graders
Subject and unit: Chemistry I, Metal
Conceptual development
Inquiry laboratory
Framework for Study
Conceptual Development 1
Prior knowledge as p-prims
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Concept a: matter that conduct (heat) and electricity
Concept b: matter that has malleability and ductility
Concept c: matter that has metallic luster
Concept d: matter in a solid state at room temperature
Two ways for the revision
Multiplicity: Increase p-prims
Systematicity: Prioritize p-prims
Conceptual Development 2
Alternative concepts => decrease
Chemistry concepts => increase
Conceptual Development 3
Evolution of 100 students from
Concepts a, b, c, &d to 1, 2, 3
Conceptual Development 4
Evolution of 98 students from Concept
a to Concept 1
Conclusion
for Conceptual Development
Tenacity of alternative concepts
Diversity of learning paths.
Major learning paths: from big four
alternative concepts to big three
chemistry concepts
Conceptual change as a slow revision
of initial cognitive system.
Inquiry laboratory 1
Efficiency for learning content
knowledge
 Very effective: more than 90% achievement
in the tests
 Learning by doing: motivation
Low level of knowledge processing
 Accumulation of new knowledge from more
experiences
Inquiry laboratory 2
Efficiency for conceptual understanding
 Ineffective: only 40% achievement
High level of knowledge processing
 Need to develop generalization or insight into
accumulated knowledge
 Providing information for the lab
 Discussion with the teacher after the lab