The Evaluation of Learning Effectiveness of a “Material Seperation” Curriculum for the Sixth-Grade Students Through POE Teaching Strategy
迷思概念 ； 物質分離 ； POE 教學策略 ； 概念改變 ； mythical concepts ； material separation ； teaching strategies of POE ； conceptual changes
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本研究的目的主要以POE (Prediction-Observation-Explanation， POE) 策略教學活動探討國小六年級學童對日常生活中，物質分離之科學概念與學習。研究者期望藉由學生透過預測、實物觀察及解釋的教學步驟，了解受測學童概念認知情形、迷思概念發生及種類，以探究學童對日常生活中物質分離的知識及概念改變的成效與情形。本研究以質性研究為主，採質量混合的研究方式進行，探討問題如下二點：透過POE 教學策略活動探討國小學童對「物質分離」的迷思概念及國小學童對「物質分離」相關概念在測驗上之改變成效。研究結果發現，國小六年級學童對於「物質分離」的迷思概念，在純物質與混合物的分辨概念上有:混合物不是天然的、混合物外觀有兩種以上的差異性；在物質分離的方法概念上有:混合物使用外力搗碎就變成純物質、混合物只要經過加熱就會跑出其中的物質，以及對分離工具的認知錯誤；在物質可分離的特質概念有:物質的特質如物質的顆粒大小、比重、溶解度、蒸發的認知錯誤、水溶液裡的物質在濾紙(或粉筆)上跑的速度一樣快，以及水溶液裡的物質在濾紙(或粉筆)上會消失不見...等。經過POE策略教學活動之後，受測學童在「物質分離」的概念後測的表現比前測好，表示設計適當的POE策略教學活動有助於學童對「物質分離」的正確科學概念形成。
The main purpose of this study is to explore the concepts and acquisition of material separation of sixth-grade students through the implementation of the teaching strategies of Prediction-Observation-Explanation (POE). It is hoped that through the implementation of POE teaching strategies which allow students to predict, observe and explain while forming concepts of materials, the forming process of material concepts of the students and various kinds of mythical concepts of theirs occurring during the forming process would be unveiled. Furthermore, the effectiveness of the POE strategies applied and the acquisition and formation of students’ concepts of material separation would also be measured. Even though both qualitative and quantitative research measurements were employed, the qualitative research results were the main focus of the present study. Two major research questions were explored; the explorations and discussions of mythical concepts of material separation of the sixth-grade students and the measurements of their acquired related concepts after the implementation of POE teaching strategies. For the mythical concepts of material separation of the sixth-grade students in this study, the research results are as followed: For the identification of conceptual differences between pure and mixed substances, the students tended to generalize that mixed substances are not something natural and they (mixed substances) have at least more than two kinds of external appearances. As for the concept of material separation, the students concluded that the mixed substances could be transformed into pure ones simply using external force such as grinding; the mixed substances could be purified/refined through the process of heating; Lastly, their faulty knowledge toward the use of tools for material separation process. In terms of mythical concepts toward the characteristics of separable materials such as their granular sizes, proportions, solubility, evaporation; the materials/substances within the water solutions moved at the same speed and eventually disappeared on either filter papers or chalks. However, the research results indicate that the students performed better in the measurement for concepts of material separation after receiving the teaching process of POE strategies than before. Therefore, it is rightful to conclude that the well designed POE teaching strategies are beneficial to the sixth-grade students who are in need of acquiring proper scientific concepts.
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