The effect of the cyclic curricular design of modelling-based instruction with virtual labs
Bibliographic Data
| ID | 21589532 |
|---|---|
| Authors | Hsin-Yi Chang (0000-0002-9659-1022, National Taiwan Normal University), Chen‐Chung Liu (0000-0002-9290-110X, National Central University, corresponding author), Chen-Chung Liu (National Central University), Cai-Ting Wen (0000-0003-0161-0823, Soochow University), Ming-Hua Chang (National Central University), Shih-Hsun Fan Chiang (National Central University), Shih‐Hsun Fan Chiang (National Central University), Fu-Kwun Hwang (National Taiwan Normal University) |
| Year | 2024 |
| Volume | 46 |
| Issue | 1 |
| Pages | 46-72 |
| Publication date | 2024-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2219365 |
| OpenAlex | W4382793803 |
| Language | EN |
| Citations received | 2 |
| References cited | 50 |
One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The ‘lesson objective tension’ calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs over three semesters, each involving 73, 181, and 150 junior high school students, respectively. Results indicate that, overall, the approach of modelling with virtual labs better promoted students’ scientific literacy than the traditional instruction did. Specifically, students with low and moderate school science achievements benefitted more as shown in their scientific literacy scores than did the high achievement students. Furthermore, this study found that receiving one unit of modelling-based instruction may not be sufficient to promote students’ scientific literacy, whereas the cyclic approach that suggests students receive two or more units of modelling-based instruction with virtual labs spaced over consecutive semesters had significant effects on promoting students’ scientific literacy. The results provide insights into when and how modelling-based learning with virtual labs can promote scientific literacy at a curricular level
Curriculum · Instructional design · Literacy · Mathematics education · Pedagogy · Schedule · Science education · Scientific Literacy · Computer Science · Experimental Learning in Engineering · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Handbook of Research on Educational Communications and Technology
Pisa 2018 Assessment and Analytical Framework
Developing a learning progression for scientific modeling
The learning effects of computer simulations in science education
Computing contrasts, effect sizes, and counternulls on other people's published data
Calculating and reporting effect sizes to facilitate cumulative science
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
The Cambridge Handbook of the Learning Sciences
Longitudinal effect of a technology-enhanced learning environment on sixth-grade students’ science learning
Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues
Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy
Impact of computer modeling on learning and teaching systems thinking
Content Analysis in Mass Communication
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |