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首页> 外文会议>International Conference on Mathematics and Science Education >Integration of Student Generated Representations (SGRs) in Learning Cycles 5E towards Students' Senior High School Conceptual Comprehension
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Integration of Student Generated Representations (SGRs) in Learning Cycles 5E towards Students' Senior High School Conceptual Comprehension

机译：学生生成的表示（SGRS）在学习周期中的学习周期为5E，迈向学生的高中概念理解

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摘要

This study aims to determine how the impact of the integration of Student Generated Representations (SGRs) in improving senior high school students' conceptual comprehension as well as finding out the consistency of the strategy applied in two different concept samples. Thus, a learning design called counter balanced was employed. On the concept of expansion and the influence of heat to temperature and state of substance, average score of N-gain in experimental class was higher than in the control class. In the next concept, Black principles and heat movement, the exchanging of learning strategy was conducted. The result showed that average score of N-gain in the experimental class was higher than in the control class. Thus, the integrating on of SGRs strategy is consistent in improve students' conceptual comprehension. In addition, students' conceptual comprehension was generally improved in each aspect, and each aspect obtained different score categories. The average N-gain score of students' conceptual improvement is 0.44, and thus included into medium category. Therefore, the integration of SGRs in Learning Cycle 5E gives positive impact on students' conceptual comprehension, specifically in the subject matters 'heat and temperature'.
机译：本研究旨在确定学生产生的概念（SGRS）整合的影响如何改善高中学生的概念理解，并找出应用于两个不同概念样本中的战略的一致性。因此，采用称为计数器平衡的学习设计。在膨胀概念和热量对温度和物质状态的影响下，实验课程中N增益的平均得分高于对照类。在下一个概念，黑色原则和热运动中，进行了学习策略的交换。结果表明，实验课程中N增益的平均得分高于对照类。因此，SCRS战略的整合致力于提高学生的概念理解。此外，每个方面都在学生的概念理解，每个方面都得到了不同的分数类别。学生概念改善的平均N-GAIN得分为0.44，因此包含在中等类别中。因此，SGRS在学习周期5e中的集成对学生的概念理解产生了积极影响，特别是在主题中的热敏和温度'中。

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