Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning

American Journal of Physiology - Advances in Physiology Education - Tập 36 Số 1 - Trang 42-47 - 2012
Lin Yi1, Jyh‐Chong Liang2, Chin‐Chung Tsai3
1Department of Human Development and Family Studies, National Taiwan Normal University, Taipei; and
2Graduate Institute of Applied Science and Technology and
3Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan

Tóm tắt

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the “internet-assisted instruction group,” whereas the class of 33 students was assigned to be the “traditional instruction group.” The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

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Thông tin
Thông tin xuất bản

American Journal of Physiology - Advances in Physiology Education

Tập 36 Số 1

42-47

Thông tin tác giả