融入多面向架構之5E教學模式對八年級學生熱學概念改變與學習動機之研究

The Research on Integrating the Tyson's Multidimensional Framework into 5E Teaching Model for Developing Events of Heat and Temperature for the Students in 8th Graders' Classroom

蘇育男(Yu-Nan Su) ； 徐順益(Shun-Yi Hsu)

《數理學科教學知能》 第1冊 (2009/07) Pp. 45-63

https://doi.org/10.6614/pck.2009.1.45

摘要

This research focuses on how the researcher (a student teacher) utilizes the 5E teaching model to develop a suitable conceptual change teaching model in real-life teaching environment. This research integrated Tyson's multidimensional framework into 5E teaching model, from perspective of epistemology, the 5E teaching model in each stage satisfied the four conditions of conceptual change model (CCM: dissatisfied, intelligible, plausible and fruitful), boosting up students to change their concept. Besides, after analyzing the subject concept and content of teaching materials from a ontology perspective, concept changes within and across ontological categories are integrated in the 5E teaching syllabus to help students for a conceptual change. Moreover, in social/affective aspect, researchers use 5E teaching model allowing students to socially interact closely with each other, encouraging students to think in lessons, exploring self studying strategy, and produce concepts change.
The research involves two classes; each consists of 30 students, as the experimental group and control group respectively. Class A, the experimental group, is taught by Conceptual Change Teaching in contrary to Text Book Teaching of Class B (the control group). The result of the research indicates that in terms of exam results, both groups improved their performance after receiving teaching, but the improvement on the experimental group is greater than the control group. In terms of learning motivation, the overall motivation of the experimental group is obviously greater than the control group (p＜0.05). There are also obvious differences in terms of SLV, AG and LES.

關鍵字

多面向觀點 ； 5E教學模式 ； 概念改變 ； 熱學

並列摘要

This research focuses on how the researcher (a student teacher) utilizes the 5E teaching model to develop a suitable conceptual change teaching model in real-life teaching environment. This research integrated Tyson's multidimensional framework into 5E teaching model, from perspective of epistemology, the 5E teaching model in each stage satisfied the four conditions of conceptual change model (CCM: dissatisfied, intelligible, plausible and fruitful), boosting up students to change their concept. Besides, after analyzing the subject concept and content of teaching materials from a ontology perspective, concept changes within and across ontological categories are integrated in the 5E teaching syllabus to help students for a conceptual change. Moreover, in social/affective aspect, researchers use 5E teaching model allowing students to socially interact closely with each other, encouraging students to think in lessons, exploring self studying strategy, and produce concepts change.
The research involves two classes; each consists of 30 students, as the experimental group and control group respectively. Class A, the experimental group, is taught by Conceptual Change Teaching in contrary to Text Book Teaching of Class B (the control group). The result of the research indicates that in terms of exam results, both groups improved their performance after receiving teaching, but the improvement on the experimental group is greater than the control group. In terms of learning motivation, the overall motivation of the experimental group is obviously greater than the control group (p＜0.05). There are also obvious differences in terms of SLV, AG and LES.

並列關鍵字

multidimensional framework ； conceptual change ； 5E teaching model ； heat and temperature