ABSTRACT

The purposes of this article are (1) to investigate the change of students' mental models of blood circulation route and their conceptual understanding of blood circulation, after implementing model- based instruction, and (2) to find out the factors that might influence on students' conceptual change for blood circulation through the analysis using multidimensional framework. Students' models of blood circulation route were classified as 8 types, and the number of students representing the double loop-branch model increased substantially after instruction. Moreover, the students representing double loop-branch model were changed to show the scientific conceptions about the structure, function, behavior, and mechanism of circulatory system. Although the model-based instruction had a positive impact on understanding the structure and the function of circulatory system, it had restriction for improving students' understanding of the behavior and the mechanism of circulatory system. As the result of multidimensional analysis, one factor of conceptual development was found to be an interest and a motivation for learning induced during the model-based instruction. Reflective thinking about student's own mental model during the activity of model- building, could also help to improve his/her conceptual status and to switch his/her ontological categories. However, students belonging to the stationary or transitionary type of conceptual understanding showed restricted conceptual change, compared to the development type in conceptual understanding.

KEYWORD

blood circulation, model-based instruction, conceptual status, ontological category, conceptual change, multidimensional analysis.

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