Effect of Using "Circulatory Styled Question-and-Answer Criticism Learning" in Teaching the Basic Operation of Filtration

Abstract

The purpose of this study is to investigate the effects of 1.7 hours of lessons using "Circulatory styled question-and-answer criticism learning" in teaching the basic operation of filtration in the 5th grade of elementary school. The teaching method was evaluated by analyzing the results of a performance test and a written examination administered immediately afterwards and then once again one month after the study project. In this case, the results were as follows. Using "Circulatory styled question-and-answer criticism learning" encourages students to acquire the operational skill of filtration; many students can do this. Using this teaching method encourages students to acquire knowledge about filtration methods. The level of this knowledge is demonstrated when students explain in writing what they have learned and is clearly understandable to other students. When learning the basic operation of complicated labware that has many steps for 5th grade elementary school students, the students symbolize the process of all operations as a necessary and minimum operational process, and memorize and forget other operation as time goes on. Elementary school students are behind the first year lower secondary school students in development, and hence elementary level students face a more difficult learning curve than the lower secondary school students.