探究八年級學生對電化學的概念改變歷程

陳建良

18.232.179.5，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

College of Science > In-service Master's Program, Graduate Institute of Science Education
Social Sciences > Education

Bibliography Management Tool

Related Links

Report an Issue

Search for full text in Holdings

There is no full-text available at the moment. Airiti would like to request author's authorization. I would like to provide authorization.

探究八年級學生對電化學的概念改變歷程

An Investigation of 8th Graders' Conceptual Change About Electrochemistry

陳建良 , Masters　　Advisor：邱美虹教授　　

繁體中文

迷思概念；概念改變；動態評量；多重表徵

Abstract │ Reference (50) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

To find out students’ difficulties in learning concepts of electrochemistry, the researcher designs a series of diagnostic paper-and-pencil tests（including two-tier test
、multiple choice questions and blank-filling and making graphs） about the movement of ions , the concept of a circuit, gain or loss of the substance, the behavior of the particles, and salt bridge. There are 188 ninth grade students（87 boys and 101 girls.）in junior high school participate pre-test. The reliability of the instrument is 0.936. The purpose of this research attempts to explore students’ misconceptions about electrochemistry.

In order to investigate the impact of multiple representations teaching of students’ learning in study. This research took quasi-experimental design, and the samples consisted of 57 eight grade students in I-Lan county, who divided into two classes. One class was experimental group（28 in total, 15 males and 13females） and the other was control group（29 in total, 18 males and 11 females）. The strategies of teaching electrochemistry in this research included text-teaching, experiment, computer-aided animation media, microscale chemical experiment and role-playing. All kinds of instructional methods were given respectively in order to make conceptual change happen. Comparison among both groups has been made to determine the effect of the teaching methods, and a questionnaire has been conducted along with the students from the experimental group to understand their opinions on this multiple representation approach. Furthermore, this experiment also wishes to investigate the effects on students’ achievement in learning due to instructors’ teaching strategies.

After nine-class-period teaching, the researcher analyzes the total score of students conceptions, the subconceptions on electrochemical concepts between the two groups, and their responses in the three units of dynamic assessments.About quantitative analysis,the analysis on conception performance is operated with SPSS software. The outcome of the research can be summarized as follows:

（1）The effectiveness of teaching:
There is no significant difference between the control group and the experimental group before teaching (t=0.26，p=0.793). However, it shows significant difference between two groups after teaching （ANCOVA, posttest: F=8.29, p=0.006; delayed test: F=6.18, p=0.016）. 
（2）In the subconceptions of electrochemistry
There is no significant difference of subconceptions of electrochemistry between the control group and the experimental group before teaching. However, it shows significant difference between two groups after teaching in posttest（the concept of a circuit and salt bridge」）and in delayed test（the movement of ions, the concept of a circuit, gain or loss of the substance and salt bridge）.
（3）Dynamic assessments: 
In the process of dynamic assessments, the scores in the three assessments of the experimental group are far better than those of the control group.It shows significant difference between two groups after teaching（electrochemical cell: t=-3.79，p=0.000，the electrolysis of water: t=-2.27，p=0.030） except in the first assessment（the theory of electrolytic dissociation: t=-1.79，p=0.080）.

The key finding from this study, the experimental group achieved a higher score compared to the control group. It revealed that the multiple representations teaching developed by this research can promote a better concept developing and a greater learning desire more efficiently. Furthermore, as for the result of the questionnaire, the students gave positive feedbacks towards the teaching models for its contribution in learning. From the aspect of teaching strategy, the students had positive comments toward this research; therefore, it is possible to implement multiple representation approach in school teaching to promote students' learing meaningfully.

Reference ( 50 ) 〈TOP〉

丁鋐鎰(2001) ﹕國中氧化還原概念之精熟學習研究。國立台灣師範大學化學研究所碩士論文。
連結：
方金祥（1998）。微型化學實驗之設計與製作。高雄：復文圖書出版社。
連結：
李琼慧 (2001)：以凱利方格法探究國三學生電化學迷思概念。國立台灣師範大學碩士論文，民國90年6月。
連結：
林香岑(2001)：高中「電化學」概念媒體教學與教師教學策略之研究。國立台灣師範大學碩士論文，民國90年6月。
連結：
陳盈吉 (2004)。探究動態類比對於科學概念學習與概念改變歷程之研究－以國二學生學習氣體粒子為例。國立台灣師範大學科學教育研究所碩士論文（未出版）。
連結：

Times Cited (2) 〈TOP〉

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：