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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/8614

Title: 融入概念構圖教學策略於國中光學單元之研究
Authors: 楊明祥;陳錦章
Contributors: 物理學系
Keywords: ;概念構圖;教學策略light;concept mapping;teaching strategy
Date: 2004
Issue Date: 2011-03-25T08:05:13Z
Publisher: 中華民國物理教育學會
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
 概念構圖教學策略之感受。
  為達成研究目的,本研究選取兩班國二班級作為研究對象,實驗組以融入概念構圖教學
 的方式進行光學單元教學,控制組則不融入概念構圖教學。資料的收集包含測驗卷、問卷及
 晤談等,同時將所得的資料進行質性與量的分析。根據本研究結果與發現,獲得以下結論:
 一、顯示融入概念構圖於教學策略對於學生學習光與顏色關係最有助益,但在利用折射概念
 說明透鏡成像(虛像)原理方面則幫助不大。
 二、融入概念構圖的教學策略對於學生概念改變及修正迷思概念的最佳方式為透過同儕間的
 討論及學習單中題目的練習,加上實驗及多媒體展示,讓學生繪製概念圖,藉由概念圖來解
 決問題,培養學生自我反思的能力,更瞭解學習的內容。
 三、接受融入概念構圖教學策略的學生在光學學習成就遠高於不融入概念構圖教學策略的學
 生。
 四、有87%的學生認為利用概念構圖協助學習後,對於學習光學充滿興趣及信心,但是有
 58%的學生覺得概念圖很難繪製,其中以連結詞的部分最為困擾。大多數學生較喜歡透過老
 師的引導,並藉由同學的討論及同儕互動來完成概念圖,同時將概念進一步精緻化。
 五、有84%的學生認為概念圖可以降低學習光學之障礙,易了解上課內容,對解決問題較具
 信心。有61%的學生認為概念構圖可以運用在各科當成新的教學方法,同時有37%的學生表
 示會繼續使用概念圖來幫助學習。
 
  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
 group discussion.
 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
 their learning.
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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