Perceptions and Effects of Using the Relational Chart of Core Knowledge from Elementary to Junior High School Science

Abstract

The purpose of this study was to investigate the perceptions and effects of using the relational chart of core knowledge. Science teachers (N=58) completed a questionnaire that asked about the use of relational chart. Forty-six junior high school students studied the topic about changes in physical state of matter using the relational chart in lessons that were extended to six hours, and their understanding was evaluated both before (pre-test) and after (post-test) the lessons. We obtained the following three results: 1. Almost all teachers admitted that using the relational chart was beneficial in improving their science lessons. 2. Junior high school students who studied using the relational chart realized that the topic of changes of state was connected with the particle model of matter. 3. The post-test showed that more than 60% of the junior high school students tried to explain the advanced task by using the particle model of matter.