Abstract
The effect of different textual versions (macroscopic (control), submicroscopic, and guided imagery) of the explanation of a chemical phenomenon on students' submicroscopic explanation of a related phenomenon was examined. The sample included 152 pre-service science teachers. The three textual versions of the explanation were distributed randomly to the participants. The results revealed that students who received the submicroscopic version and those who received the guided imagery version outperformed students who received the macroscopic version. These results indicated that students' use of the submicroscopic understanding was not spontaneous and they needed to be cued to do so. Also, the submicroscopic mean scores of all three groups were low, and this might be an indication of a weak ability to: 1) translate between macroscopic and submicroscopic levels of chemistry, and 2) transfer a submicroscopic understanding of one phenomenon to another related one.
| Original language | English |
|---|---|
| Pages (from-to) | 3-10 |
| Number of pages | 8 |
| Journal | Eurasia Journal of Mathematics, Science and Technology Education |
| Volume | 9 |
| Issue number | 1 |
| Publication status | Published - Feb 2013 |
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Keywords
- Chemistry
- Guided imagery
- Macroscopic
- Submicroscopic
- Textual narration
ASJC Scopus subject areas
- Education
- Applied Mathematics
Cite this
The effect of different textual narrations on students' explanations at the submicroscopic level in chemistry. / Al-Balushi, Sulaiman M.
In: Eurasia Journal of Mathematics, Science and Technology Education, Vol. 9, No. 1, 02.2013, p. 3-10.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The effect of different textual narrations on students' explanations at the submicroscopic level in chemistry
AU - Al-Balushi, Sulaiman M.
PY - 2013/2
Y1 - 2013/2
N2 - The effect of different textual versions (macroscopic (control), submicroscopic, and guided imagery) of the explanation of a chemical phenomenon on students' submicroscopic explanation of a related phenomenon was examined. The sample included 152 pre-service science teachers. The three textual versions of the explanation were distributed randomly to the participants. The results revealed that students who received the submicroscopic version and those who received the guided imagery version outperformed students who received the macroscopic version. These results indicated that students' use of the submicroscopic understanding was not spontaneous and they needed to be cued to do so. Also, the submicroscopic mean scores of all three groups were low, and this might be an indication of a weak ability to: 1) translate between macroscopic and submicroscopic levels of chemistry, and 2) transfer a submicroscopic understanding of one phenomenon to another related one.
AB - The effect of different textual versions (macroscopic (control), submicroscopic, and guided imagery) of the explanation of a chemical phenomenon on students' submicroscopic explanation of a related phenomenon was examined. The sample included 152 pre-service science teachers. The three textual versions of the explanation were distributed randomly to the participants. The results revealed that students who received the submicroscopic version and those who received the guided imagery version outperformed students who received the macroscopic version. These results indicated that students' use of the submicroscopic understanding was not spontaneous and they needed to be cued to do so. Also, the submicroscopic mean scores of all three groups were low, and this might be an indication of a weak ability to: 1) translate between macroscopic and submicroscopic levels of chemistry, and 2) transfer a submicroscopic understanding of one phenomenon to another related one.
KW - Chemistry
KW - Guided imagery
KW - Macroscopic
KW - Submicroscopic
KW - Textual narration
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UR - http://www.scopus.com/inward/citedby.url?scp=84875543939&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84875543939
VL - 9
SP - 3
EP - 10
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
SN - 1305-8215
IS - 1
ER -