THE EFFECTS OF THE TRIP MODEL ON STUDENTS' SCIENCE READING ABILITY AND MARINE CONSERVATION LEARNING INTEREST

TitleTHE EFFECTS OF THE TRIP MODEL ON STUDENTS' SCIENCE READING ABILITY AND MARINE CONSERVATION LEARNING INTEREST
Publication TypeJournal Article
Year of Publication2020
AuthorsHsieh, F-P, Chen, Y-A, Hung, J-F, Tsai, C-Y
JournalJournal of Baltic Science Education
Volume19
Issue3
Start Page374-387
PaginationContinuous
Date PublishedJune/2020
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsinquiry-based learning, learning interest, reading comprehension, reading literacy
Abstract

This research sought to improve students' science reading comprehension ability and marine ecological conservation learning interest through the implementation of an inquiry-based learning course. A Triggered situational interest-Reading-Inquiry-Presentation (TRIP) model was proposed to guide the course design. The quasi-experimental design was adopted in this research. Experimental teaching activities were conducted with two classes of second graders (50 students in total) in southern Taiwan. One class served as the experimental group, and the other served as the comparison group. The Science Reading Comprehension Test (SRCT) and Marine Ecology Conservation Learning Interest Scale (MECLIS) were used as instruments. Data were analyzed using the Johnson-Neyman Technique, analysis of covariance, and qualitative analysis. The results showed that the students with lower pre-test scores on the SRCT in the experimental group had better scores on the post-test than those in the comparison group, while the students in both groups with higher pre-test scores on the SRCT had no difference in their post-test scores. Furthermore, the experimental group students had better MECLIS scores than the comparison group students, and the difference had a moderate effect size. Overall, this research suggests that the TRIP model may assist science teachers in designing science reading courses.

URLhttp://oaji.net/articles/2020/987-1591087621.pdf
DOI10.33225/jbse/20.19.374
Refereed DesignationRefereed
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