Mental models of the concept of carbon cycle via self-generated visualisation among matriculation college science students

Abd. Rahman Roszelina, Salih Maria,

QR Code Link :
Type :	article
Subject :	H Social Sciences (General)
ISSN :	2232-0458
Main Author :	Abd. Rahman Roszelina, Salih Maria,
Title :	Mental models of the concept of carbon cycle via self-generated visualisation among matriculation college science students

Place of Production :	Universiti Pendidikan Sultan Idris
Year of Publication :	2016

Abstract :

Among the objectives of this study was to identify and explain matriculation college science student’s mental models generated from self-visualisation of the concept of the carbon cycle. Five students were purposively sampled and the study was carried out in a naturalistic setting qualitative approach. Data was collected through a visualisation task and followed by interviews. The constant comparative qualitative technique was used to analyse differences and similarities that led to patterns in their mental visualisation. Findings showed two patterns of mental models; namely pictorial and graphical mental models. These students visualised themselves from their own experiences and made relationships to their prior and new knowledge. Keyword selection coincided with the concept used for the generation of visualisation. This study expects to help formulate a framework for teaching and learning to guide students to generate a significant mental visualisation of abstract science concepts.

References

1. Abu Talib bin Puteh. (2005). A Theoretical Review of Representational Models in Children’s Drawing Activity. (Edited by Saedah Siraj, Mahzan Arshad & Esther Ghanamalar Sarojini Daniel). Malaysia. Malido Publication Sdn. Bhd. 2. Alerby, E. (2000). A Way of Visualising Children’s and Young People’s Thought about the Environment: A Study of Drawings. Environmental Education Research. 6:3, 205-222. 3. Anderson, J. (1999). Databases, Graphics and Online Information. Retrieved from http://www.math.ohiou.edu/-anderson/mis202/database/tsld031.html. 4. Ashcraft, M. H. (1989). Human memory and cognition. Glenview, IL: Scot, Foresman, and Company. 5. Atkinson, R. C., & Shiffrin, R. M. (1968). Human Memory: A proposed system and its control processes. In K.W. Spence & J.T. Spence (Eds.), The Psychology of Learning and Motivation: Advances in Theory and Research (Vol.2). New York Academic Press. 6. Bilbokaite, R. (2008). The Analysis of Visual Thinking in Science Education. Problems of Education in the 21th Century. 24(49). Retrieved from www.scientiasocialis.lt/pec/files/pdf/Bilbokaite.PEC.Vol.4.pdf. 7. Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. (Edisi ke-5). USA. Pearson. 8. Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In Denzin, N. K. & Lincoln, Y. S. (Eds.). Handbook of qualitative research (2nd edition) CA: Sage Publications. 9. Elangovan, T., & Zurida Ismail. (2013). The Effects of Realistic Simulation and Non-Realistic Simulation on Biology Students’ Achievement. Journal of Education, 3(4), 231-241. 10. Elrod, S. (2007). Genetic Concept Inventory. Educational of Sciences, 87-96. 11. Esther, G. S. D. (2002). Episodes of Teaching Practice: Enhancing Visualisation of Scientific Knowledge. Issues in Education. Volume 25. Kula Lumpur. Universiti Malaya. 12. Esther, G. S. D. (2013). Penyelidikan perwakilan pengetahuan: Pemetaan konsep. (Edited by Marohaini Mohd. Yusoff). In Penyelidikan Kualitatif: Pengalaman kerja lapangan kajian. Kuala Lumpur. Universiti Malaya. 13. Fraenkel, J. R., & Wallen, N. E. (2003). How to Design and Evaluate Research in Education. (Edisi ke-5). USA. McGraw-Hill. 14. Franco, C., & Colinvaux, D. (2000). Grasping mental models. Developing models in science education. Springer Netherlands. 93-118. 15. Gilbert, J. K. (2008). Visualisation: An Emergent Field of Practice and Enquiry in Science Education. Dalam Gilbert, J. K., Reiner, M, Nakhleh, M. (Ed.), Visualisation: Theory and Practice in Science Education (Vol. 3, pp. 9–27). Nether: Springer Netherlands. 16. Gilbert, J. K., Reiner, M., & Nakhleh, M. (2008). Visualisation: Theory and practice in science education. Dalam Visualisation: Theory and practice in science education Models and Modeling in Science Education. Retrieved from http://www.springerlink.com/content/g7662q/?k=. 17. Greca, I. M., & Moreira, M. A. (2000). Mental models, conceptual models, and modeling. International Journal of Science Education. 18. Hsieh,Y. C. J., & Cifuentes, L. (2006). Student-Generated Visualisation as a Study Concept Learning. Educational Technology & Society, 9(3), 137-148. Downloaded from Proquest on 20th August 2014. 19. Johnson-Laird, P. N. (1980). Mental models in cognitive science. Cognitive Science, 4, 71–115. 20. Jonassen, D. H., & Henning, P. (1999). Mental models: Knowledge in the head and knowledge in the world. Educational Technology. Vol 39(3). 21. Kosslyn, M. S., Pinker, S., Smith, G. E., & Shwartz, S. P. (1982). On the Demystification of Mental Imagery. Dalam Block, N. (Ed.). Imagery. Cambridge: MIT Press. 22. Maria Salih. (2003). Science Students’ Self - Generated Analogical Reasoning of the Concept of Translation in Protein Synthesis. Unpublished Ph.D. Kuala Lumpur. Universiti Malaya. 23. Maria Salih. (2014). Teachers’ perceptions and students’ motivation to Thinking-based Learning (TBL) in a classroom context. Journal of Research, Policy & Practice of Teachers & Teacher Education, 4(2), 5-14. 24. Maria Salih, Mohammed Y.M. Mai & Abdullah Al Shibli. (2016). Students' motivation toward science learning in secondary schools in Oman and Malaysia: A comparative study. Journal of Research, Policy & Practice of Teachers & Teacher Education, 6(1), 16-24. 25. McClary, L. & Talaquer, V. (2011). College chemistry students’ mental models of acids and acid strength. Journal of Research in Science Teaching. Vol. 48(4). pp 396-413. 26. Mnguni, L. E. (2009). Development of a Taxonomy for Visual Literacy in the Molecular Life Sciences. Masters thesis. University of Kwazulu-Natal. Retrieved from Proquest. 27. Mnguni, L. E. (2014). The theoretical cognitive process of visualisation for science education. SpringerPlus, 3:184. Retrieved from Proquest. 28. Norma Che Lah, Rohaida Mohd Saat & Ruhaya Hassan. (2013). Strategi kognitif abstrak dalam pembelajaran kimia. Jurnal Kurikulum & Pengajaran Asia Pasifik,1(4). 29. Paivio, A. (2006). Dual Coding Theory and Education. Pathways to Literacy Achievement for High Poverty Children. University of Michigan School of Education, September 29-1 October 2006. Retrieved from http://www.umich.edu/~rdytolrn/pathwaysconference/presentations/paivio.pdf. 30. Paivio, A. (1986). Mental Repesentations: A Dual Coding Approach. Oxford. Oxford University Press. 31. Paivio, A. (1971). Imagery and Verbal Processes. New York. Holt, Rinehart, and Winston. 32. Rajendran Nagappan. (2008). Teaching & Acquiring Higher-Order Thinking Skills: Theory & Practice. Tanjong Malim. Universiti Pendidikan Sultan Idris. 33. Reiner, M. (2008). The Nature and Development of Visualisation: A review of what is Known. In M. Gilbert,J; Reiner, M; Nakhleh (Ed.), Visualisation: Theory and Practice in Science Education (pp. 25–27). Netherland: Springer Netherlands. 34. Roszelina Abd. Rahman. (2011). Visualisasi Mental Dalam Kalangan Pelajar Biologi Terhadap Konsep Abstrak Osmosis. Unpublished Masters dissertation, Tanjong Malim, Universiti Pendidikan Sultan Idris. 35. Rowell, P. M., & Guilbert, S. (1996). Perspectives on Science in School: Agriculturalists and Elementary Teachers in Dialogue. Research in Science Education, 26(2), 187-203. 36. Saadiah Baharom. (2007). Meneroka struktur pengetahuan pelajar melalui pemetaan konsep secara progresif. Laporan sabatikal UPSI. 37. Sadoski, M. & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ:Erlbaum. 38. Sadoski, M., & Paivio, A. (2013). Imagery and text: A dual coding theory of reading and writing.(Edisi ke-2). New York. Routledge. 39. Sbaraini, A., Carter, S. M., Evans, R, W. & Blinkhorn, A. (2011). How to do a grounded theory study: a worked example of a study of dental practices. BMC Medical Research Methodology. 11:128. 40. Schmid, R. F., & Telaro, G. (1990). Concept mapping as an instructional strategy for high school biology. Journal of Educational Research, 84(2), 78-85. 41. Schwartz, D. L. (1993). The construction and analogical transfer of symbolic visualisations. Journal of Research in Science Teaching, 30(10), 1309–1325. 42. Seth Sulaiman. (1997). Penekanan kurikulum dan pengajaran sains di sekolah. Kertas kerja Seminar Kebangsaan Pendidikan Sains dan Matematik. Universiti Teknologi Malaysia. 12-13 September 1997. 43. Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. California. Sage Publications, Inc. 44. Tekkaya, C. (2002). Misconception as barrier to understand Biology. Itaceltepe Univerisetesi Egitim Fakultesi, 259-266. 45. Yeoh, M. (2013). Facilitating Cooperative Learning Among Matriculation Biology Students. Learning Science and Mathematics: Seamao Recsam, Issue 8, 1-9.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page