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|Keywords: ||物理運動概念;情境式教學;認知學徒制;the concept of motion;situated teaching;cognitive apprenticeship|
|Issue Date: ||2011-03-25T08:05:18Z
The purpose of the study was to investigate the difficulties encountered with implementing ‘situated cognitive apprenticeship’ teaching strategies in vocational high school physics classes as well as the effects of this teaching strategy on students’ learning the concept of motion, and students’ perception of the teaching strategy. The participants sampled for this study were the first grade students of two classes from one vocational high school. To find out the differences of students’ learning performances, one class was assigned to the experimental group and the other class was the controlled group.
In this study, the assessments of learning performance were conducted in a way of quasi-experimental design. Comparing with traditional teaching strategies used in controlled group, teaching strategies of cognitive apprenticeship (modeling, coaching, scaffolding and fading, articulation, reflection, exploration) was implemented in experimental group. Data were collected using pretests, posttests, learning strategy tests, worksheets, interview, and feedback questionnaires.
The results of the study showed that:
1. The performance of motion concept achievement test in the experimental group was significantly better than the controlled group according to the analysis of One-Way ANCOVA. It showed that situated cognitive apprenticeship teaching strategies could facilitate students’ concept learning.
2. Students believed that they could understand the key concept easily through teachers’ coaching and modeling. The tips (scaffolding) worksheets provided students with a simple way of finding answers. In addition, students found out their mistakes and learned different ways of solving problems by individual thoughts (students’ beliefs) and peer discussion (articulation). Students’ reflection was quite beneficial for the clarification and improved understanding of concepts learned in physics.
3. At the beginning some groups showed little participation in discussion; therefore, each group leader and actively participating students were encouraged by the researcher’s coaching to help promote involvement among shy students in the discussion. The researcher, also intervened and provided scaffolding to make the group discussion more fluent and more efficient when students were struggling.
4. The instructors made explanations and specific examples of the meaning of ‘exploration’, and stress that more than one problem-solving solution can be found out for any problem. After instruction, students can find out many problem-solving strategies with brainstorming and group discussion and figure out one of their solutions was the best.
5. Through the learning strategies test and individual interview, the findings indicated that some students could learn different problem-solving strategies and produce the best solutions to the various problems. In other words, situated cognitive apprenticeship teaching strategies can facilitate students’ learning of strategies of problem-solving.
|Relation: ||中華民國第二十三屆科學教育學術研討會, 高雄師大, 2007年|
|Appears in Collections:||[物理學系] 會議論文|
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