A Study on effectiveness for fifth grade students to learn conception about Three State of Matter through Teaching-with-analogy

• Main Authors: wen-chih wang, 王文志
• Other Authors: Jinmeei Kuo Hsieh
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/50990844229778628958

碩士 === 國立嘉義大學 === 國民教育研究所 === 90 === ABSTRACT The purpose of this study was to explore the 5th grade students’ concept learning on three states of matter through the strategies of teaching-with-analogy. The subjects of this study consisted of fifth-graders selected from an elementary school in Chia-yi city. The subjects were divided into two groups through phase questionnaire surveys with purposive assignment. Six students were selected as case study through standard achievement test from each group. The instructional design was based on students’ alignment as analogy when were prepared to attended physical activity in school. Students’ conceptual learning was influenced by analogical teaching approach and interpretation on change matter and physical activity. Researcher did prior teaching in different 5th grade class for the control stability of teaching. The source for analysis was including questionnaire surveys, interviews, and observations students’ writes reviews, school test and so on. It was not different between high and low achievement students in condensation, evaporation, melting and state of matter except solidification. In micro cognition analysis, experimental group had better scientific conception than control group in melting, evaporation, state of matter, removing misconception and dynamic phenomenon about heating. Analogize the new conceptual learning “transmission rate of sound” low achievement students in experimental group were better learning transfer than high achievement student in control group. Some students could generate analogy by themselves and applied to another concept learning. The conclusion of this study was that using analogy correctly could help students to learn abstract scientific conceptions. Researcher recommend that teacher must accept discipline for analogical teaching and add some analogical curriculum in textbook, then students learn easily and helpfully when face to abstract scientific conception.