Learning science mechanisms through learning crosscutting concepts and peer review of diagram explanations

Abstract

Understanding science mechanisms is essential for science learning. Most previous studies have narrowly focused on the pedagogies for addressing students’ learning difficulties related to science mechanisms, while very limited research has attempted to address the phenomenon through the application of related scientific crosscutting concepts. In addition, past studies have shown that asking students to explain science mechanisms through diagrams and then conducting a peer review of these explanations can be an effective pedagogy. There is wide-ranging evidence that a combination of crosscutting concepts and the peer review approach may help students overcome their learning difficulties. Form 5 science students were recruited as participants in this study. A pre-test and post-test were administered to assess their application of crosscutting concepts and understanding of the three homeostatic mechanisms (blood glucose regulation, thermoregulation, and osmoregulation) before and after the study. After the pre-test, students participated in two learning activities. In Activity A, students were introduced to crosscutting concepts (structure and function, scales, and energy or matter), followed by the construction of individual explanations about the flowcharts of the three homeostatic mechanisms. Data analysis showed a significant increase in students’ application of crosscutting concepts and their understanding of the homeostatic mechanisms after learning the concepts. Results indicated that students were able to apply crosscutting concepts in a consistent pattern to explain all three homeostatic mechanisms. In Activity B, students reviewed each other’s explanations. Data were analysed to identify the factors affecting the peer review process. These factors could then help teachers design peer-review pedagogies. The theoretical contributions, pedagogical reflections and limitations of the findings are discussed. Based on the findings, it is recommended that future studies may include the teaching effects of the remaining four crosscutting concepts and the teaching of other science mechanisms.