Please use this identifier to cite or link to this item:
A Physics Teacher’s Interpretation on an Inquiryoriented Demonstration and the Factors for Implementing Demonstration
High School Physics Teaching;Demonstration;Theory of Planned Behavior;Practical Knowledge
|Issue Date: ||2014-02-18T02:36:28Z
This study investigated how a high school physics teacher with constructivist teaching approach to interpret inquiry-oriented demonstration. First, we recognized the teacher’s perspective on demonstration and his routine teaching. We then investigated his interpretation on demonstration, and learning outcome of students about rotational concepts. Finally, we investigated the factors whether the teacher would implement inquiry-oriented demonstration. Interpretive study design was used, and data collection included classroom observation, interview with the teacher and students, pretest and posttest. Constant comparison method was used to analyze data from multiple resources. Moreover,
we compared the data and theory of planned behavior to understand the relationship between the teacher’s belief and action. Students’ learning outcomes was represented by the analysis of protest scores between demo class and non-demo class. There are two functions about demonstration perceived by the teacher such as presenting phenomena and representing science concepts to induce student’s key concepts. However, his perspectives about demonstration and routine teaching of circuitous questioning would hinder him guiding students to explore the relationship between demonstration and concepts. Because the teacher’s perspectives about demonstration differed from the researcher’s, the teacher’s interpretation of inquiry-oriented demonstration differed from the original design of activities. Demonstration as example can improve students’ involvement, but it cannot promote students’ understanding effectively about concepts. The connection between the appropriate curriculum and demonstration, students’ involvement, and teachers’ practical knowledge about demonstration were the factors to affect teachers’ success on demonstration.
|Relation: ||科學教育學刊, 14(6): 615-635|
|Appears in Collections:||[物理學系] 期刊論文|
Files in This Item:
All items in NCUEIR are protected by copyright, with all rights reserved.