以類比學習環,ARCS動機策略改進國二學生化學式學習之行動研究

• Main Authors: B. S. CHEN, 陳炳憲
• Other Authors: SHUN-YI HSU
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/98rcv6

碩士 === 國立彰化師範大學 === 科學教育研究所 === 92 === The research is made for some of the eighth grade students in the Middle of Taiwan. It goes by providing the students the learning methods of chemical formula.The researcher combines the analogical learning cycle and ARCS to improve the students’ chemical formula learning. His teaching skills also include model analogical & figure analogical strategies.There are three cycles in this action research. The first one is to teach the students by using the experimental teaching of analogical learning cycle and ARCS.The materials of teaching process include the students’ video recoding of instruction and questionnaire. The modification of teaching is the purpose of the first cycle. In the second cycle, three classes should be selected. One of the three classes is assigned to be a analogy-motivation group, another one is analogy group , and the other one is the control group. The three groups are taught by different methods. During the teaching process, all kinds of effectiveness of learning should be collected and compared. The pre-test, post-test GALT, science learning motivation questionnaire and interview are the necessary data for the teacher’ teaching. In the third action cycle, the teacher chooses seven students who failed the post-test. Then, the teacher provided them the remedial teaching with analogical strategies. He hopes to elevate the effectiveness of learning. From the experimental research, we can get some conclusions. 1.Among the three groups, the analogy-motivation group is the most effective one. And the analogy group is better than the control group. 2.The students of analogy-motivation group obviously elevate their learning motivation in the parts of self-efficacy, achievement goal, learning environment aspect. It shows us that ARCS strategies have great influence on learning. 3.Analogical learning cycle, ARCS learning motivation strategies are more helpful for the students of concrete operation than the ones of transitional level in the instruction of chemical formula 4.The students failing the test in the analog-motivation group can pass the assessment of chemical formula through the remedial study in the third cycle. 5.With the appropriate methods, individual instruction, and enough time to learn, maybe all of the students can have a good opportunity for learning the chemical formula well.