Chinese Journal of Science Education

Abstract

The main purpose of this study was to develop three instructional modules in the atmospheric sciences incorporating cooperative learning and creative problem solving (CLCPS) strategies. This study also investigated the impacts of the CLCPS ses sions on students' concept learning, attitudes toward earth-science learning, and problem-solving abilities. In addition, students' perceptions of the CLCPS modules were also explored. Participants included 197 students, with 98 students in the experiment al group and 99 in the control group. These students were enrolled in a public senior high school located in Taipei, Taiwan. A nonequivalent control-group design was employed, with the experimental group students received the CLCPS and the control group s tudents received the Direct-Interactive Teaching Method (DITM), during a three-week period (six hours). The pre-test, post-test, and retention test were administered to the students of both groups before, immediately after, and three months following the interventions. A 2 x 2 analysis of variance, with factors including groups and gender, was used to analyze the quantitative data. Results indicated that: (1) students in both groups achieved significant gains in their concept learning and attitudes toward earth-science learning; (2) the DITM significantly improved concept learning of students to a greater degree than the CLCPS, yet, there were no significant differences between these two groups in student attitudes toward earth-science learning. No signif icant differences were found for student concept learning and attitudes toward earth-science learning among gender and group-gender interactions; (3) there were no significant differences in the retention among groups and group-gender interactions. Howeve r, the female students performed significantly better than the male students on the retention test of concept learning; (4) no significant differences were found between both groups in problem-solving abilities, yet, the female students performed signific antly better than the male students on the problem-solving ability test; and (5) most of the students in the CLCPS group held positive perceptions of the instructional modules. They believed that the CLCPS could help improve their creativity and cooperati ve-learning skills. However, few students also expressed concerns about classroom management regarding these instructional modules.

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