Relationship between Students' Scientific Epistemological Views (SEVs) and Conceptual Change in Learning about the Concept of Solubility

• Main Authors: Pei-Yu Huang, 黃珮玉
• Other Authors: Chia-Ju Liu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/83458371439860094049

碩士 === 國立高雄師範大學 === 科學教育研究所 === 93 === The purpose of this study was to explore the relationship between students' scientific epistemological views (SEVs) and conceptual change in learning about the concept of solubility. 35 Taiwanese tenth-graders (16-year-olds) participated in this study. The scientific epistemological views of students were probed with multi-dimensional questionnaire developed by Tsai & Liu (2005). Students' conceptual change of solubility during pre- and posttest was probed with instrument developed by Chuang (2004). The results of this research indicated that: 1.Students' scientific epistemological belief tended to influence their process of conceptual change. Students with constructivism belief prefer related conceptual learing, capable of using cognitive process to construct the new conception within the original one. However, students with empiricism belief prefer memory learning, unable to develop relationship between conceptions. 2.In the process of conceptual change, students with constructivism belief tend to acquire conceptual change in accretion and tuning, while students with empiricism belief acquire everage conceptual change in accretion, tuning and restructuring. 3.The result of participants' conceptual change can be categorized into Wholesale, Incremental and Dual constructions. Students with constructivism belief tend to Incremental conceptual change; students with empiricism belief tend to Wholesale and Incremental conceptual change. Dual constructions occurred to both of them.