Understanding Students? Prior Knowledge On The Process Of Seeing And Perception Of Colors Using The Grounded Theory: Implications To Science Teaching

Ian Phil Canlas

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Understanding Students? Prior Knowledge On The Process Of Seeing And Perception Of Colors Using The Grounded Theory: Implications To Science Teaching

机译：了解学生？扎根理论对色彩观察和感知过程的先验知识：对科学教学的启示

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The foregoing is a part of a developmental study that attempted to investigate the prior knowledge of students on the process of seeing and perception of colors using the Grounded theory approach. One hundred twenty-two (122) university students in their first year taking programs under the College of Education and College of Arts and Sciences enrolled in a course on biological sciences took part in the study. Explanations of the students related to light absorption in photosynthesis were analyzed to establish an illustration on how they understand the process of seeing and perception of colors. Results revealed that a gap in their understanding of these concepts existed despite its introduction during their basic education. The use of common phenomena and daily context as a form of diagnostic assessment and the importance of integrated lessons were also discussed in this paper.

机译：前述内容是一项发展研究的一部分，该研究试图使用扎根理论方法研究学生对颜色的观察和感知过程的先验知识。在入学的第一年，有一百二十二（122）名大学生参加了教育学院和艺术与科学学院的课程，并修读了生物科学课程。分析了与光合作用中的光吸收有关的学生的解释，以说明他们如何理解颜色的观察和感知过程。结果表明，尽管在基础教育中引入了对这些概念的理解，但仍然存在差距。本文还讨论了使用常见现象和日常情况作为诊断评估的形式以及综合课程的重要性。

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《International Journal of Scientific & Technology Research》 |2016年第2期|共8页
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Ian Phil Canlas;
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Understanding Students? Prior Knowledge On The Process Of Seeing And Perception Of Colors Using The Grounded Theory: Implications To Science Teaching

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