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|Keywords: ||光;概念構圖;教學策略light;concept mapping;teaching strategy|
|Issue Date: ||2011-03-25T08:05:13Z
|Abstract: ||本研究旨在探討藉由概念構圖融入教學後，學生光學概念的改變情形，並了解學生對於 |
The purpose of this research was to explore the effects of concept mapping instruction on students’ conceptual
change of optical concepts, and find out students’ attitudes toward concept mapping instruction.
According to the purpose of this research, two intact classes were selected as experimental group and control
group. The two groups received the same instructional contents on optical vision. The experimental group received
concept mapping instruction, while the control group received traditional instruction. Data collection included written
test, questionnaire and interviews. The research data was analyzed qualitatively and quantitatively. The results of the
study were as follows:
一、Concept-mapping teaching strategy could help students catch concepts about the relation between light and color,
but was helpless in the explanation of the images of lens by using reflective concept.
二、The best way to change concept and modify misconceptions with concept-mapping teaching strategy was by group
discussion, practicing questions on the learning sheet, lab experiment, and multimedia demonstration. At the same time,
asking students to draw concept maps and use them to solve problems could develop their ability of self-reflection, and
clarify the concepts.
三、The achievement of students with concept mapping instruction were significantly higher than those without concept
mapping instruction in their learning achievement.
四、87％ of the students felt that concept maps can raise their interests and confidence in learning optical
concepts. 58％ of the students felt that it is hard to construct concept maps and were disturbed by the relation
link . They preferred to construct concept maps and elaborate the concepts with the guidance of the teacher and through
五、84％ of the students felt that concept maps can facilitate their learning in optical concepts, make the concepts
clear, and enhance their confidence in problem-solving. 61％ of the students felt that concept maps can be applied to
other subjects as a new teaching method. 37％ of the students were willing to keep on using concept maps to assist
|Relation: ||2004中華民國物理教育學術研討會, 2004年|
|Appears in Collections:||[物理學系] 會議論文|
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