Exploring the 5th Grader’ Concept Learning in Electricity and Magnetism through Dynamic Assessment

• Main Authors: CHIA-TE WANG, 王嘉德
• Other Authors: HSIAO-TSENG GENG
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/09616054875400232296

碩士 === 國立台北師範學院 === 數理教育研究所 === 92 === Exploring the 5th Grader’ Concept Learning in Electricity and Magnetism through Dynamic Assessment Abstract This research is based on constructivism, which used dynamic assessment and concept mapping as teaching strategies in designing and practicing “Electricity and Magnet lesson”. Researchers used concept mapping and interview methods to 105 fifth grade students. Analysis and interpretation by concept changing interview were functioned to discuss the misconception among students, the changing of concept forming, and influences of dynamic assessment and concept mapping as teaching strategies. The important findings and results of this research were as following: 1. Students’ concept in “Electricity and Magnet”was almost blank. Daily life experiences are based on visual and sensual, when contributed to scientific understanding, self interpretation for what they have sensed might bias their knowledge forming, thus misconception occurred .In the lesson of “Electricity and Magnet” and its interaction, students had little contact with it in daily life, and the media seldom had information on it, so the pre-concept was almost blank. 2. Five types of concept learning can be identified through teaching process. Using students’ learning notes and interviews analysis to compare students’ 3 concept maps. Researcher found that students’ concept learning of electromagnet and motor-drive machine units could be divided into five different types. 3. Dynamic assessment and concept mapping are adopted in teaching. Dynamic assessment and concept mapping are both teaching strategies in constructivism and also methods in authentic assessment. They all contributed in passive meaningful learning. Combine these two strategies, they not only enhanced students’ thinking and constructing opportunities, but also improved the teacher’s questioning method, eased students’ anxiety in taking examinations and offered successful experiences in students’ learning. It’s worthy to popularize but just have to increase progressively. Key words: Dynamic assessment, Concept mapping, Concept learning, Electricity and magnet