Exploring the Sound Conceptual Learning for Elementary School 2nd Graders by Constructivism Teaching Strategics

• Main Authors: You-Liang Su, 蘇幼良
• Other Authors: 耿筱曾
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/06748305337066385460

碩士 === 國立台北師範學院 === 數理教育研究所 === 90 === Abstract The purpose of this study is to examine the influence of PODM (Prediction-Operation-Dynamic assessment-Metacognition) on the processes of conceptual changes observed from elementary school 2nd graders. The characteristics of dynamic assessment and metacognition are based on Constructivism. Subjective sampling was used to select the participants in the study. The study is conducted in a class which consists of 33 pupils , in general, they have group discussions in class. Then, there are 12 pupils from this class are interviewed individually. The data is gathered from observations and interviews are explored by qualitative analysis. The findings are summarized as follows: A. The misconceptions of "the sound" from elementary school 2nd graders Alternative sound conceptions include : the sound is produced by vibrations, how sound travel, and the "string" telephone. B. The conceptual changes of the participants while applying PODM Ontological conceptual changes, such as conceptual addition, conceptual tuning, conceptual exchange, and conceptual ambiguity, are easy to be achieved by PODM. C.The teaching model of PODM Among prediction, operation, dynamic assessment and metacognition are developed from constructivism and put emphasis on "preconceptions" and "meaningful learning." They are not only consistent and complement to each other theoretically, but they can also be combined to apply in practice. D. The conclusions of applying PODM in the classroom While applying PODM in the science instruction, more learning obligations are imposed on pupils who, as a consequence, get more opportunities for advanced thinking. To get a better result from this model, it is recommended to promote the mastery of PODM and prolong the instructional time if allowed.