Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 2, Article 3 (Dec., 2008) Shu-Nu CHANG The learning effect of modeling ability instruction Previous Contents Next

Appendix I: Instructional design

Time-line	Modeling group	Modeling + CA group	Control group
30 mins	Pre-test  General modeling ability questionnaire Concept test I Context-based modeling testI	Pre-test General modeling ability questionnaire Concept test I Context-based modeling test I	Pre-test General modeling ability questionnaire Concept test I Context-based modeling test I
40 mins	Instruction Teaching the topic of battery by ppt. + Video lab Model and modeling instruction Classroom discussion Decide the presentation topics	Instruction Teaching the topic of battery by ppt. + Video lab (*with modeling and scaffolding of CA) Group discussion (why the flashlight doesn’t work?) (* with scaffolding, fading and reflection of CA) Decide the presentation topics (* with exploration and reflection of CA)	Instruction The topic of battery (ppt. only) Classroom discussion
30 mins	Post-test General modeling ability questionnaire Concept test II Context-based modeling test II	Post-test General modeling ability questionnaire Concept test II Context-based modeling test II	Post-test General modeling ability questionnaire Concept test II Context-based modeling test II
60 mins	Oral presentation              (10 mins/per group)	Oral presentation            (10 mins/per group) Peer-evaluation (* with reflection of CA)	Compensatory instruction Teaching the topic of battery by ppt. + Video lab Students share the feedback about video and ppt. instruction
40 mins	Teacher gives feedback Delivering the award	Students share feedback for each presentation Delivering the award