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題名 | 5E建構式學習環教學與一般教學法探究「生鏽」概念改變成效之研究=A Study of 5E Learning Cycle Teaching Strategies Compared General Teaching to Investigate Primary Conceptual Change Result on the Uint of Rusty |
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作者 | 陳裕方; 李文德; Chen, Yu-fang; Lee, Wen-der; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20050600 |
卷期 | 39 2005.06[民94.06] |
頁次 | 頁16-38 |
分類號 | 521.429 |
語文 | chi |
關鍵詞 | 5E建構式學習環教學法; 一般教學法; 二階段的紙筆測驗; 5E learning cycle teaching strategies; General teaching; Two-tier multiple choice test; |
中文摘要 | 本研究的目的為比較接受5E建構式學習環概念改變教學策略與接受一般教學法,學生在教學後學習成效的差異。本研究採取準實驗研究法,研究對象為國小六年級學童,其中實驗組採取5E建構式學習環境概念改變教學,控制組採取一般教學法教學,教學前兩組學童均先檢測五年級自然科學期成績t考驗,以了解兩組學童間是否有差異,隨後進行四節課的教學,教學後立即進行後測,間隔一個月後再進行延宕測驗。兩組學童依前測成績低、中、高各選取兩名,男女各半,共十二位學童在教學前、教學後、延宕測後共進行三次晤談,並將晤談結果與科學家概念相比較,以了解學童概念是否與科學家概念相符合,最後將學童二階段紙筆測驗成績進行描述性統計分析、成對樣本T檢定分析,以了解兩組學童在教學後之學習成效是否達顯著差異,本研究結果如下: 1. 以SPSS軟體進行統計分析,比較前、後測,兩組學童皆達顯著水準。 2. 比較前、延宕測,實驗組達到顯著水準,控制組成績未達顯著水準。 3. 比較教學後測、延宕測的晤談結果,發生概念改變符合科學家概念題數,實驗組多控制組。 |
英文摘要 | The purposes of this study was to examine whether there was a significant difference between the pupils that had received 5E learning cycle teaching strategies and those that had received general teaching as to the effectiveness of learning. The study adopted quasi-experimental method and used two classes of sixth graders primary school as the subjects. A class was used as the experimental group, receiving 5E learning cycle teaching strategies, while another class pupils was designed to be control group with general teaching. Prior to teaching the average score of science and technology on grade five was administered to the groups to understand whether there was a significant difference. Before teaching, a two-tier multiple choice pre-test of the unit of rusty and interview were given to the groups. Then four sessions of teaching followed. Post-tests and interviews were given immediately after teaching. A deferred test and interview were given a month later. Six students, including two with the highest achievement, two with intermediate achievement and two with lowest achievement in a two-tier multiple choice pre-testing were selected from the experimental and control group to receive an interview. The results of the two-tier multiple choice test underwent descriptive statistic analysis and two-sample-comparative testing analysis to understand whether the two groups of pupils showed a significant difference in post-teaching learning effectiveness. The data of the interview was qualitatively analyzed in order to understand the effectiveness of 5E learning cycle teaching strategies. The findings were as follows: We could analysis these data with SPSS descriptive statistic analysis. As the result of from these data comparing pre-testing with post-testing, the scores of the control group and the experimental group were not represented a significant increase. We could analysis these data with two-sample-compare testing analysis on SPPS from the experimental group and the control group. The difference in post-testing learning effectiveness between the two groups represented a significant level. The difference in the latent learning effectiveness, the experimental group represented a significant increase, but the control group didn't. As the result of from interview of comparing pre-testing with deferring test, we could find that the correct conceptual changing answers of experimental group were more than the control group. |
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