IMPROVING LOWER SECONDARY SCHOOL STUDENTS’ KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY

Yi Zou; Xinyu Xue; Lizhen Jin; Xiao Huang; Yanbing Li

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IMPROVING LOWER SECONDARY SCHOOL STUDENTS’ KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY

Title	IMPROVING LOWER SECONDARY SCHOOL STUDENTS’ KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY
Publication Type	Journal Article
Year of Publication	2023
Authors	Zou, Y, Xue, X, Jin, L, Huang, X, Li, Y
Journal	Journal of Baltic Science Education
Volume	22
Issue	6
Start Page	1120-1136
Pagination	Continuous
Date Published	December/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	conceptual framework, knowledge integration of buoyancy, scientific concept understanding, the nature of buoyancy
Abstract	In recent years, developing students’ knowledge integration of specific topics through effective teaching methods has been a concern in science education. This study explored an alternative teaching method, which aims to help lower secondary school students develop their knowledge structure about buoyancy towards a logically integrated conceptual framework through enhancing their understanding of the nature of buoyancy. Specifically, this study constructed a conceptual framework on buoyancy and a set of matching test questions to map out the three levels of knowledge integration of students, and designed and implemented a teaching experiment of promoting students’ understanding of the nature of buoyancy. Through quantitative and qualitative analysis, it was found that the knowledge integration development of the treatment group was significantly better than that of the control group. The results indicated that enhancing students’ understanding of the nature of buoyancy can effectively improve their knowledge integration of buoyancy. Accordingly, improving knowledge integration through enhancing students’ understanding of the nature of the specific scientific concept may be a new direction for future research.
URL	https://oaji.net/articles/2023/987-1702729488.pdf
DOI	10.33225/jbse/23.22.1120
Refereed Designation	Refereed
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