Development and Evaluation of SCCR Digital Learning System for improving scientific conceptual change and scientific reasoning

Abstract

This study is to report the development and evaluation of an adaptive digital learning project – SCCR (Scientific Concept Construction and Reconstruction) which was constructed based on the theories of Dual Situated Learning Model (DSLM) and scientific reasoning. An experimental research design including the Combustion Achievement Test (CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT) were applied for both web-based experimental and conventional groups’ students before, after, and after sixth week of the research as pre-, post- and retention-test. Results indicated experimental group’s students outperform significantly than conventional group’s students on both post- and retention- of CAT and CDRT scores. The successful rate of conceptual change ranged from 70 % to 100% for experimental group students for most web-based dual situated learning events. All of these results support students’ conceptual change and can be promoted as well as their scientific reasoning ability through SCCR digital learning program.