Effect of Conceptual Change Teaching of Science Based on International Comparative Perspective and Meta-Analysis
ZHU Li-Ying1**, WANG Zu-Hao2
1.College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China;
2.College of Teacher Education, East China Normal University, Shanghai 200062, China
Abstract With the method of meta-analysis, taking the theme of chemical content as an example, this paper comprehensively explored the effects of experimental research and quasi experimental research on conceptual change in English journals from 2000 to 2018. According to the inclusion criteria and extremum filter, 60 effective studies were obtained. Using CMA2.0 software for data analysis, the results showed that in the past 19 years, the overall effect of scientific concept change research was significant; there were significant differences in the effect of four types of concept change strategies: analogy thinking, emotional teaching, learning style and teaching media, but they were all effective strategies.
ZHU Li-Ying, WANG Zu-Hao. Effect of Conceptual Change Teaching of Science Based on International Comparative Perspective and Meta-Analysis[J]. Chinese Journal of Chemical Education, 2020, 41(7): 44-50.
