Using a Knowledge-Integration-Based Digital Curriculum to Facilitate Scientific Literacy in Learning Chemical Reactions
Author: Hsin-Yi Chang(Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology), Shu-Yuan Chang(Kaohsiung Municipal Ling Ya Junior High School), Ching-Jang Lo(Graduate Institute of Science Education & Environmental Education, National Kaohsiung Normal University), Jeng-Fung Hung(Graduate Institute of Science Education & Environmental Education, National Kaohsiung Normal University)
Vol.&No.：Vol. 60, No. 3
Date：September 2015
Pages：153-181
DOI：10.6209/JORIES.2015.60(3).06
Abstract：
In this study, we implemented a digital science curriculum design based on the knowledge integration perspective to replace the conventional textbook-based curriculum, focusing on the topic of chemical reactions. We investigated the influence of the curriculum on the eighth-grade students’ scientific literacy relating to the concepts of chemical reactions. The participants were two classes consisting of 58 students: one class received instructions by using the knowledge-integration-based digital curriculum and the other class received instructions by using conventional textbooks. Data collected included pretest, posttest, midterm exam, and delayed posttest results, consisting of items that measured students’ scientific literacy relating to the concepts of chemical reactions. The results indicated that the knowledge-integration-based digital curriculum has both short-term and long-term effects on facilitating students’ scientific literacy. However, students’ performances in scientific literacy after the instruction were not associated with their performances in traditional school exams. Concerns of school tests and instructions were discussed.
Keywords：chemical reaction, knowledge integration, scientific literacy, curriculum infusion
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References：
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