COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS’ CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE

Song Xue; Daner Sun; Liying Zhu; Hui-Wen Huang; Keith Topping

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COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS’ CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE

Title	COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS’ CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE
Publication Type	Journal Article
Year of Publication	2022
Authors	Xue, S, Sun, D, Zhu, L, Huang, H-W, Topping, K
Journal	Journal of Baltic Science Education
Volume	21
Issue	2
Start Page	325-341
Pagination	Continuous
Date Published	April/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	analogy-based teaching, atomic concepts, modelling-based teaching, science education
Abstract	Analogies and modelling have been developed and applied in learning and teaching science to facilitate students’ understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies—analogy-based teaching (ABT) and modelling-based teaching (MBT)—this study aims to compare the effects of ABT and MBT on high school students’ content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students’ content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students’ drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.
URL	https://oaji.net/articles/2022/987-1652123108.pdf
DOI	10.33225/jbse/22.21.325
Refereed Designation	Refereed
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