以5E探究式學習環設計國二浮力單元教材對概念改變成效之研究

Research on Effects of 5E Inquiry Learning Cycle on the Conceptual Changes in Buoyancy for the Eighth Graders

林建隆(Jang-Long Lin) ； 徐順益(Shun-Yi Hsu) ； 侯佳典(Chia-Tien Hou)

《物理教育學刊》 10卷1期 (2009/08) Pp. 27-40

https://doi.org/10.6212/CPE.2009.1001.02

摘要

本研究旨在以準實驗研究法探討對國二學生實施5E探究式學習環教學後，學生對於浮力迷思概念的概念改變成效如何。研究者利用自行發展的開放式二段式迷思概念診斷試題，先對中部某都市型國二已學過、未學過浮力單元的學生，各一班進行預試，找出國中學生的浮力迷思概念；並依據5E探究式學習環設計浮力教材，對實驗組實施教學，探討相較於採現行教科書以一般教學的控制組，學生對於浮力迷思概念的改變成效，藉由封閉式二段式概念診斷測驗的前、後測結果來檢視，實驗組的進步情形與控制組是否達顯著性差異；另一方面藉由診斷試題測驗及學習單與晤談等質性資料分析，了解實驗組學生經5E學習環教學的學習後，概念改變的情形，並探討造成概念改變的機制為何。研究結果發現：以5E探究式學習環教材進行教學的實驗組，浮力迷思概念的改變情形明顯優於以一般教材進行教學的控制組，兩者診斷試題的進步分數達顯著性差異。而5E探究式學習環對克服浮力迷思概念、學習科學概念具有很好的成效；5E學習環造成實驗組學生浮力概念改變的機制集中在「探索」、「解釋」階段，主要為『解釋』階段，其次是「探索」階段。

關鍵字

5E 探究式學習環 ； 浮力 ； 迷思概念 ； 概念改變

並列摘要

By using quasi-experiment design, the purpose of the research is to investigate the transforming on the buoyant misconceptions after teaching by using the 5E inquiry learning cycle for the eighth graders. The researcher developed the open style and two-tier buoyant misconceptions diagnostic test to find the buoyant misconceptions of students in the junior high school. For the test in advance, the researcher chose two eighth grader’s classes in an urban junior high school in centrial Taiwan, one class has learned about buoyancy, and the other has not. The researcher designed the materials about buoyancy according to the 5E inquiry learning cycle. The experimental group was taught with these materials and the control group was taught with general context books. Then, the study discussed the transforming on the buoyant misconceptions between the experimental group students and the control group students. The data was collected from the students’ pre- test and post-test of the close style and two-tier buoyant misconceptions diagnostic test. And the data was used to check if there were significant differences in progress between the experimental group and the control group. The study also analyzed the conceptual changes of the experimental group students after being taught with the 5E inquiry learning cycle through the qualitative data, which includes students’ misconceptions diagnostic tests, worksheets, and interview recording, and discussed the change mechanism.The result of the research indicated that the experimental group which was taught with the 5E inquiry learning cycle was significantly better on conceptual changes than the control group which was taught with general context books(***p＜0.001). Besides, it is helpful and effective for students to overcome the misconceptions and learn the scientific concepts in buoyancy through the 5E inquiry learning cycle. The conceptual change mechanism of the students are mainly focused on the explanation stage and secondly the exploration stage.

並列關鍵字

5E inquiry learning cycle ； Buoyancy ； Misconception ； Conceptual change