| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 90 === This study aims to investigate the impacts of constructivistic instructional model on children’s learning about optics related concepts.
Subjects were the fifth graders of Chi-An Elementary School in Hualien County. One class of 28 students was randomly assigned as the experimental group; another class of 28 students was randomly assigned as the control group. The experimental group was treated with Driver and Oldham’s instructional model while the control group was taught with traditional instructional model. The duration of treatment was tweleve class periods. Before and after the treatment, children of both groups were administered an achievement test called "Test of Optics Related Concepts". In addition, students of both groups were divided into three levels, namely high, medium, and low based on their pretest scores of "Test of Optics Related Concepts", and two students were selected from each level of both groups for interview before and after the treatment. The interview proceeded in accordance with a questionnaire called "Questionnaire for Interview about Optics Related Concepts".
Data analyses included (1) a one-way ANCOVA to examine the difference of students'''' posttest scores on "Test of Optics Related Concepts" between two groups, (2) a Mann-Whitney U-test to examine the usage of students'''' verbal frequencies collected from "Questionnaire for Interview about Optics Related Concepts", (3) a Pearson correlation coefficient to investigate the relationship between students'''' scores on "Test of Optics Related Concepts" and verbal frequencies on "Questionnaire for Interview about Optics Related Concepts", and (4) a schematic depiction of conceptual change to explore students'''' conceptual development.
According to the data analyses described above, important conclusions of this research are reached and stated as below:
1. The average score on "Test of Optics Related Concepts" for the experimental group students is significant higher than that for the control group (F=116.515, p＜.05).
2. Matter verbal frequencies on "Questionnaire for Interview about Optics Related Concepts" for the experimental group are significant fewer than that for the control group (U=7.0, p＜.01); event verbal frequencies for the experimental group are significant more than that for the control group (U=5.0, p＜.05).
3. Scores on "Test of Optics Related Concepts" show the significant correlations with verbal frequencies on "Questionnaire for Interview about Optics Related Concepts". Matter verbal frequencies show a negative correlation with test scores (r=-.685, p＜.01); event verbal frequencies show a positive correlation with test scores (r=.570, p＜.05); and CBI verbal frequencies show a positive correlation with test scores (r=.775, p＜.01).
4. Results of the schematic depiction of conceptual change show that (1) students of experimental group used scientific descriptions more plenty; (2) students of experimental group could aware and correct their mistaken verbals; and (3) students of experimental group could occur conceptual changes or occur the cognitive conflict more frequent.
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