Abstract
The purpose of this study was to interpret student perceptions of learning through a cognitive approach, which was based on their cognitive scripts (i.e., script). Thirty-five 7th grade students were selected to participate in this investigation. During this study, students engaged in a science module learning activity. According to cognitive theory, their scripts can represent prior experiences of science learning. Based on this theory, a sequence of 52 science learning actions were collected from these students by way of self-evaluation reports. Through script-elicit, the standard for selection was based on a level of action frequency that was higher than 40 percent. With regards to the comparison pair procedure, the researcher obtained the student-group script that contained 14 sequential actions. A qualitative analysis was conducted after the science module was completed, which included the student-group script, a critical incident technique (CIT), videotaped instruction, and personal interviews with students. From these sources, six categories of perceptions were found. Two categories corresponded to the student-group script. On the other hand, four other categories violated the student-group script. The result shows the significance of interrelating student views of learning activities with outside observers’ through the script approach methodology. This research strongly suggests that teachers should more carefully investigate and understand the learners’ script before changing their teaching practice or designing future teaching modules. The reason is quite similar to the notion of conceptual change in science teaching.
| Keywords: | cognitive script; critical incident technique; conceptual change |
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