Study on Elementary School of the Fifth and Sixth Classes Students'' Plant Reproductive Misconception

• Main Authors: Ching-Shiang Wu, 吳青香
• Other Authors: Tsai, Su-Wang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/19995503833094091359

碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === The purpose of this study is to investigate pupils’ misconception of plant reproduction with two-tier diagnostic instrument. There are 781 pupils sampling from Chiayi City and Chiayi County, Taiwan. The data were analyzed with the difference among four factors, i.e. grade, gender, school size and population, in respect of misconception by frequency and t-test method in detail. The research findings as following: 1. There are no significant differences of data among grade, gender and city-county variance. 2. The average scores of data of students in larger schools is higher than that in smaller schools, and with statistically significant. 3. The misconceptions of plant reproduction hold by students are, (1)in seed reproduction ‧Plumle bursts the seed coat early than radicle in the steps of germination. Nutrient source of germination is from the outside soil. Students can not tell the difference between embryo and endosperm. ‧Pollen incessantly grows into seed or plant without pollination. ‧Fruits can be developed from the stamen, pollen, pistil or stigma of flower. ‧The relationships of growth steps among flower, fruit and seed are ambiguous for students. (2) in vegetative reproduction ‧All parts of the plant can be used for reproduction. ‧It is good for reproduction when plant’s roots grow quickly and vigorously. ‧Stems become water-absorbing when they are used for reproduction. ‧Leaves, with larger and greener and highly photosynthetic effect, are suitable for reproduction. 4. The plant reproductive conceptions in seed are better than in vegetative tissue for samples.