| Summary: | 碩士 === 國立高雄師範大學 === 科學教育研究所 === 92 === The investigation of pre-service chemistry teachers’ self-generated analogies
Abstract
The purposes of this study were to use self-generated analogies for diagnosing misconceptions of pre-service chemistry teachers, and to investigate the quality differences of self-generated analogies between pre-service chemistry teachers with different academic achievement.
The content of self-generated analogies are six open-ended questions including two units of “Electrochemical Cells” and “Concentration Cells”. The unit of “Electrochemical Cells” contains three topics of “functions of salt bridges”, “ions’ movement paths”, and “electron movement path”. The unit of “Concentration Cells” contains three topics of “reaction direction and electron movement path”, “ions’ movement paths”, and “the change of entropy before and after reaction”.
The findings from the test results of thirty-four pre-service chemistry teachers are as follows:
1.Pre-service chemistry teachers have various misconceptions about “Electrochemical Cells” and “Concentration Cells”.
2.Self-generated analogies could be used as one type of formative assessment.
3.The quality differences of self-generated analogies between pre-service chemistry teachers with different academic achievement may be resulted from complexities of target concepts, prior knowledge, and pedagogical content knowledge of participants.
4.The quality of self-generated analogies can be promoted by group discussion because it can help pre-service chemistry teachers to find deficiencies of analogies, understand more about target concept, and stimulate analogies’ elaboration.
5.There is a significant relationship between the pre-service teachers’ reflective ability and the quality of self-generated analogies. It shows reflection can detect deficiency of analogies and then promote the quality of self-generated analogies.
6.There is a significant relationship between the pre-service chemistry teachers’ concept map scores and the quality of self-generated analogies. It shows pre-service chemistry teachers with completed and integrated knowledge structures can produce more effective analogical mapping
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