Investigating Effects of The Use of Material Particle Concepts on Students’ Learning Achievements and Mental Models on Heat and Temperature

• Main Authors: Chai-Yen Ho, 何佳燕
• Other Authors: 邱美虹
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/61173783243841676909

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 90 === The particle theory of matter has been a focal point in basic science education since 1960, and was made into a list of important and essence concepts in curricula (Schmendemann, 1970), But many studies pointed out that microscopic particle concepts are very difficult and hard to learn for students (Novik & Nassusbaum, 1981; Nassusbaum & Novick, 1982; Nussbaum, 1985; Andersson, 1990; de Vos, 1996). This research aimed at investigating eighth graders conceptions of “temperature and heat” and their changes via learning with different instrument materials. There are one control group (G1), and two treatment groups (namely G2 using materials in particle concepts and “heat and temperature” concepts described at macroscopic level, and G3 using particle concepts and “heat and temperature” concepts described at microscopic level). Four results of this study are as follows: First, G3 outperforms G1 and G2 in conceptual learning, but particular concepts prevent students from learning in heat and temperature concepts. Second, students in G3 made significant progress in particle concepts, but those in G2 did not. In order to solve related particular scientific phenomenon, Majority of students in three groups tended to solve them in macroscopic view. Among three groups, G3 has more students to use particular concepts to solve them. Third, comparing with macroscopic instruction, more students in G3 had CBI and scientific “water heating system”, “specific heat” and “heat equilibrium” mental models. After instruction, mental models of heat equilibrium of students in G3 were easier to sustain than those in G1 and G2. Fourth, expressed models used in G3 could help students construct mental models, in which the attributes in students’ mantel models were similar to scientific models. Microscopic instruction in “temperature and heat” concepts significantly helps students improve learning achievement, construct mental models with similar attributes as scientific models, and provide reasonable arguments for related scientific phenomenon.