| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 89 === The study for analysis of cooperative —analogical learning cycle on the conceptual change of hydrostatic pressure at junior high level.
Abstract
The purpose of this study was to test the effects of the cooperative-analogical learning cycle which is based on the four analogical mechanisms referring to identification, retrieving, mapping and evaluation. In order to investigate the whole learning feature both of qualitative and quantitative researching methods were to the analysis the data collecting from the full learning processes. The students’ cognitive achievement, attitudinal and social changes were investigated in the learning processes also. Bridging analogical, model analogical and multiple analogical and problem-centered strategies were involved in developing the experimental module of solid and hydrostatic pressure.
The samples were from four classes of two junior high schools in the center part of Taiwan. They were not learned the solid and hydrostatic pressure concepts yet. Two classes were selected from each school by random. The one class was assigned to experimental group and the another was being control group. Their present physical- science teachers were still responsible for teaching each class. The data was collected from the students’ pre-test, group assessment of logical thinking test（GALT） and post-test. In the quantitative aspect, the experiment aimed at analysis the effects of the cooperative-analogical learning cycle, that an experimental procedure was used to carry out the cycle. The qualitative data of this study was collected from one of eight divided experimental group which was chosen by random to observed, video and sound recorded. The results were found as follows:
1. The experimental group performed significantly better than the control group.
2. The students of experimental group at concrete level and transitional level performed significantly better than control group.
3. The components of the analogical reasoning, identification, retrieving, mapping and evaluation affected students’ performance positively to the hydrostatic pressure learning.
4. Application of this technique has four cognitive mechanisms, which are identification, retrieving, mapping and evaluation. They can improve the students’ learning of the pressure concept.
5. As far as the students’ attitude is concerned, the cooperative — analogical learning can increase their learning interests of the pressure concept; as far as their sociality is concerned, it also can encourage them to participate in a discussion enthusiastically.
6. In the process of cooperative-analogical learning cycle, discussions and interactions between teachers and the students or the classmates can promote their sharing of experience, and improve atmosphere of a classroom.
Key words：cooperative-analogical learning cycle,
Bridging analogy, group discussion.
|
|---|
