| Summary: | 博士 === 國立臺灣師範大學 === 教育心理與輔導研究所 === 87 === The primary purposes are to explore the rules used by students with different science ability, the different rules used by students with different rule encoding of science concepts, and the effect of constructive instruction on science concept learning.
In study one, the rules of four kinds of science concepts used by students with different science ability were analyzed. According to functional measurement theory, the science concepts on lever, spring, volume of water displacement, and velocity of water flow were analyzed. There were 327 sixth grader of Tong-Meng Elementary School.
The results of study one show that:
1. There was no significant differences between the science concept rules of spring and volume of water displacement used by students with different ability. There were significant differences between the science concept rules of lever and velocity of water flow used by students with different ability.
2. There were significant differences among different science rule encoding concepts including spring, lever, volume of water displacement, and velocity of water flow.
In study two, two classes of the sixth grade students of Tong-Meng Elementary School were used as subjects; one class was the control group and the other was the experimental group. The control group received conventional instruction; the experimental group received Constructive Instruction. Each was instructed for five weeks. Each class period lasted 80 minutes.
The results of study two show that:
1. As for changing students* misconception, using the Constructive Instruction was not better than conventional instruction in the science concept of spring and lever.
2. As for changing students* misconception, using the Constructive Instruction was better than conventional instruction in the science concept of volume of water displacement and velocity of water flow.
In general, effects of the constructive approach on students* learning science concept were shown. Discussions of important issues, implications of the study, and suggestions for follow-up studies are included.
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