Effectiveness of an Instructional Experiment Using Scientific Imagination Integrated Into a Nature Science Course for Elementary School Students: An Example of “Simple Machines − Force and Motion”
Author: Chia-Chi Wang (Graduate Institute of Educational Leadership and Evaluation, Southern Taiwan University of Science and Technology), Chi-Tang Yang (Catholic Bao-Ren Elementary School)
Vol.&No.：Vol. 64, No.1
Date：March 2019
Pages：213-240
DOI：10.6209/JORIES.201903_64(1).0008
Abstract：
This study primarily aimed to investigate the influence of the effectiveness of an instructional experiment employing scientific imagination integrated into a nature science course for elementary school students. In this study, quasi-experimental methods with a nonequivalent pretest-posttest design were used. This study included 72 elementary school students as participants. The participants were categorized into the experimental (n = 36) and control groups (n = 36). For the experimental group, a scientific imagination process was integrated into the nature science course for 5 weeks. The instruments of this study included a scientific imagination test-verbal (SIT-Verbal). An independent sample t test and Cohen’s d were used to examine the scientific imagination of students regarding the instructions. The results indicated that students who received scientific imagination teaching exhibited scientific imagination and class performance superior to that of students in the control group. This result indicates that the incorporation of scientific imagination into teaching can significantly increase the scientific imagination of students and does not deteriorate their performance in terms of learning science. The use of science education using imaginative teaching has a positive feedback.
Keywords：quasi-experimental methods, scientific imagination, scientific imagination process, scientific imagination test-verbal
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References：
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