scholarly journals Investigation of the Profiles of High School Students’ Mental Models of the Concept of Photoelectric Effects

2020 ◽  
Vol 9 (2) ◽  
pp. 176
Author(s):  
Yeni Rima Liana
Keyword(s):  
High School ◽  
High School Students ◽  
Mental Models ◽  
School Students

scholarly journals Influence of Virtual Reality on High School Students' Conceptions of Cells

2020 ◽  
Vol 26 (8) ◽  
pp. 929-946
Author(s):  
Meredith Thompson ◽  
Annie Wang ◽  
Cigdem Bilgin ◽  
Melat Anteneh ◽  
Dan Roy ◽  
...  
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Mental Models ◽  
New Technologies ◽  
Three Dimensional ◽  
Biology Education ◽  
Factual Knowledge ◽  
School Students ◽  
Biology Learning

Cells are central to the study of biology, yet many learners have difficulties understanding the abstract yet fundamental foundation of life. Research suggests that students' conceptions of cells are reinforced by current biology learning materials, which represent cells as two dimensional, highly ordered, and mostly empty. These models also inaccurately represent the number, location, and size of organelles. We examine the effect of an inquiry-based three-dimensional virtual reality (VR) game on high school students' mental models of cells. Students reported that the game was more interactive and engaging than traditional ways of learning about cells and attributed an improved understanding of cells to their game experience. Students' post drawings of cells depicted more types of organelles, increased density of organelles, and additional complexity than their pretest drawings, indicating a movement towards more accurate mental models of cells. However, students' scores did not improve on their factual knowledge about cells between the pretest and the post-game biology assessments. We discuss the implications of incorporating game-based approaches and new technologies such as VR into biology education.

scholarly journals Influence of Problem Based Learning Model on Student Mental Models

2020 ◽  
Vol 16 (1) ◽  
pp. 14-23
Author(s):  
J. R. Batlolona ◽  
S. Singerin ◽  
M. Diantoro
Keyword(s):  
High School ◽  
High School Students ◽  
Mental Models ◽  
Learning Model ◽  
Experimental Models ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Medium Level ◽  
The Mean

The purpose of this study was to determine the development of mental models (MM) of students as well as to analyze the differences in MM based on the learning model used. This research is expected to be a guide for teachers in exploring the concept of physics as a whole. The study was conducted at the high school level with a medium level school category. The research method used mixed methods embedded experimental models with surface level, matching and deep (SMD) diagnostic test instruments. The results of the study showed that there were an increase on students’ MM at each meeting in the SMD level. Other results show that there are differences in the mean scores corrected between levels of the learning model. The mean score corrected PBL mental model is significantly different from conventional. The increase in MM students with PBL was higher than the increase in MM students with conventional learning. Thus, PBL can be recommended to increase MM students' physics of high school students.

Visualizing Condensation

2015 ◽  
pp. 172-185
Author(s):  
Sevil Akaygun
Keyword(s):  
High School ◽  
High School Students ◽  
Mental Models ◽  
Dynamic Nature ◽  
School Students ◽  
Learning Chemistry

Learning chemistry involves understanding chemical phenomena at macroscopic, symbolic and submicroscopic levels. Even though chemistry instructors integrate these levels in their lessons, it cannot be assumed that students relate them properly. Therefore, it is important to identify students' mental models that will reveal how they visualize and conceptualize chemistry. Mental models can be represented in various forms including static drawing and animations. Considering the dynamic nature of chemistry, animations prepared by students can be more informative conveying students' understandings. This study aimed to investigate how high school students visualize condensation and to compare their dynamic and static mental. The analysis of the results suggested that static and dynamic mental models were found to be significantly different (p<0.05). Static mental models were found to be more focusing on structure whereas dynamic ones included more macroscopic features and interactions. Finally, students revised their mental models towards more accurate models after preparing animations.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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