2022 Volume 62 Issue 3 Pages 577-584
The purpose of this study was to examine the effects of the sequence of learning on students’ understanding of the concept of density by examining whether it is more effective to have students learn a “developmental science lesson on density” or a “mathematics lesson on proportion” after the “science lesson on density according to the textbook.” To achieve this purpose, two groups (science development→mathematics, mathematics→science development) were set up, and “developmental science lessons on density” and “mathematics lessons on proportion” were conducted in a lower secondary school Grade 1 science class, and survey questions on density (“density test”) were subsequently administered to evaluate and compare the effectiveness of the two learning sequences. The results revealed that the sequence of learning, “mathematics lesson on proportionality→developmental science lesson on density” more effectively promoted the students’ understanding of the concept of density, and, moreover, was particularly effective in understanding the third usage of the concept of intensive quantity and conservation. Here, the effects of sequencing of learning in science and mathematics on students’ understanding of concept of intensive quantity were confirmed and clarified.
