The effect of formula on junior high school students’ learning about “heat and specific heat”

• Main Author: 蕭延霖
• Other Authors: 楊文金
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/63695547277251882113

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 91 === The subjects of this study included 42 students in a junior high school in Taipei country. The study mainly explored the effects of formula on learning about “heat and specific heat”, and it also discussed whether the textbooks should explicitly present the formula “H=M×S×△T.” This study utilized reading test and open-ended situational essay problems to assess the learning effects derived from reading a traditional text (without the formula) and a revised text incorporating the formula. In addition, ten students were selected for further interviews to deeply explore their ideas when solving the problems. The research findings revealed that the revised text significantly helped students solve complex problems. They had better representations about the problems, as well as showed more valid and important information on the solutions. This indicated that the presence of formula could help students construct better conceptual understanding and knowledge structures, and thus better schema, to solve problems. The revised text was particularly helpful for those who achieved higher in Chinese and mathematics. The results also suggested that the learning effects on this particular group of students were more obvious. In conclusion, it is suggested to include the formula when presenting the concepts on the unit “heat and specific heat” in the junior high school textbooks. Students could have better conceptual understanding and knowledge organization by the assistance of the formula, especially for high academic achievers.