To inquiry the processes of students’s learning and conceptual change when they use dynamic analogy for learning--An example of 8th students to learn the concepts about gas particles’ movement--

• Main Authors: In-Ji , Chen, 陳盈吉
• Other Authors: Mei-Hung Chiu
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/55382325724112194220

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 92 === To inquiry the processes of students’s learning and conceptual change when they use dynamic analogy for learning - An example of 8th students to learn the concepts about gas particles’ movement- Abstract Both analogy and multiple representations play very important roles in science education. So many researches have demonstrated that they can help students learn abstract scientific concepts. The purpose of this study is trying to combine Analogy and Dynamic representations for developing Dynamic analogy instruction, and inquiring the processes of students’ learning and conceptual change about the movement of ideal gas particles. There were fifty-seven 8th students joining this study and they were been randomly assigned into three groups.：1.The comparison group, the instruction treatment in this group did not involve analogy and animation. 2.The analogy group, the instruction treatment was Lotto-analogy, but no animation. 3.The dynamic analogy group, the instruction treatment were both Lotto-analogy and animation. There were six target students interviewed within each group. The results of this study were as follows: First, the dynamic analogy group and analogy group had better achievement and had greater effects in conceptual ontology than comparison group. Though dynamic analogy group acquired all whole emergence attributes more quickly than analogy group, in other words, analogy group needed more teaching and learning time to adapt Lotto-analogy. Second, in the quantitative analysis of target students’ protocol data, there were five major mental models which be defined in this study. These were (1. Plunger-Driving model, (2. Crowed-Particles model, (3. Particles-Collided model, (4. Walls-Collided model, (5. Mixed models. The results of qualitative analysis revealed that students in dynamic analogy group and analogy group used the scientific models more consistently across different context. In the opposition, the students in comparison group used mixed models when they encountered different problem context. To combine the results of quantitative and qualitative analysis showed that the dynamic analogy group was better than analogy group, and analogy group had greater effects than comparison group. So, the Lotto-analogy was a powerful analogy for students to learn the conceptions of movement about ideal gas particles. Take these results into account, there are two suggestions for science education. First, if the educational budgets are sufficient, dynamic analogy should be developed to help students learn difficult and abstract conceptions of idea gas. Second, if the budgets are not sufficient, a well-designed analogy will be a good instructional strategy and a suitable tool for conceptual change.