Comparing the effect of DSLM web based learning vs traditional science teaching on students’ conceptual learning outcome

Abstract

The purposes of this study were to compare the effect of Dual Situation Learning Model (DSLM) (She, 2002, 2003) web-based instruction context (WBC) with traditional science teaching context (TSC) on students’ conceptual change learning outcom. Seven classes, 190 8th graders were involved. Five classes involved in WBC, four classes involved in TSC. In WBC, chemical reaction lessons are designed to reflect on students’ misconceptions. Students’ learning outcome was assessed by two-tier test pre and post conceptions and situated challenge tests. ANOVA were used for data analysis. Findings revealed students’ conceptual change in WBC was better than TSC. Implication of the study would be discussed in the paper.