Effectiveness of Explicit-Reflective Instruction on Student’s Nature of Science: Meta-Analysis Based on 23 Empirical Studies from SSCI Journals
SHI Zi-Xin1, DENG Feng1**, LIANG Zheng-Yu1, CHEN Yong-Rong2, HONG Lin-Feng3, YANG Wei-Zhen1
1. School of Chemistry, South China Normal University, Guangzhou 510006, China; 2. Dongguan No. 6 Senior High School, Dongguan 523000, China; 3. Shenzhen Cuiyuan Junior School, Shenzhen 518001, China
Abstract In order to discuss the overall effect of the explicit-reflective instruction, this study performed a meta-analysis of 23 studies from SSCI journals. The results informed that the explicit-reflective instruction had a positive impact in improving the NOS understanding. Medium-sized classes with long-term use of explicit and reflective instruction had better results. It would be more conducive to the development of students’ view of the nature of science if teachers combined the history of science and social issues with demonstrate activities, and synthesized students’ perspectives through collaborative discussions. In summary, this paper put forward two suggestions on the implementation and research of explicit-reflective instruction, and reviewed three limitations of this study.
SHI Zi-Xin, DENG Feng, LIANG Zheng-Yu, CHEN Yong-Rong, HONG Lin-Feng, YANG Wei-Zhen. Effectiveness of Explicit-Reflective Instruction on Student’s Nature of Science: Meta-Analysis Based on 23 Empirical Studies from SSCI Journals[J]. Chinese Journal of Chemical Education, 2024, 45(13): 115-122.
