The Effects of Using Analogy-Based Instruction on Scientific Concept and Mental Representation in the Topic of Chemical Bonding of Grade 10 Students at Long Wittaya School in Phrae Province
Keywords:
Analogy based instruction, Scientific concept understanding, Mental representation, Chemical BondingAbstract
The purposes of this research were to: 1) compare students’ scientific concept understanding in the topic of chemical bonding after learning between a group of students using the analogy based instruction and using the traditional instruction; 2) compare students’ mental representation in the topic of chemical bonding after learning between a group of students using the analogy-based instruction and using the traditional instruction; 3) compare scientific concept understanding in the topic of chemical bonding before and after learning of students using the analogy-based instruction and 4) compare mental representation in the topic of chemical bonding before and after learning of students using the analogy-based instruction. The research sample consisted of 53 grade 10 students in 2 intact classrooms of Long Wittaya School, obtained by cluster random sampling. One class of 29 students was randomly assigned as an experimental group and the other class of 24 students was assigned as a control group. The research instruments were 1) analogy based instruction lesson plans, 2) traditional based instruction lesson plans, and 3) scientific concept understanding and mental representation tests. Data were analyzed using the percentage, mean, standard deviation, and analysis of covariance.
The results showed that; 1) the experimental group’ s scientific concept understanding was higher than control group at .01 level of significance, 2) the experimental group’ s mental representation was higher than control group at .01 level of significance, 3) the experimental group’ s scientific concept understanding after learning was higher level than before learning and 4) the experimental group’ s mental representation after learning was higher level than before learning.
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