The Instructional Research of Senior High School Students' Conceptual Change of Cell Membrance Physiological Phenomenon

• Main Authors: LIN WEN CHIUNG, 林玟均
• Other Authors: 盧秀琴
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/11370074309124154063

碩士 === 國立台北師範學院 === 自然科學教育研究所 === 93 === Abstract This study is mainly to explore the alternative conception developed by the senior high school students who finish the curriculum of “cell physiological phenomenon’’, then according to the types and formation of alternative conceptions we design conceptual change teaching and to inquire the effect. In this study, the researcher uses the quasi-experimental method, 156 senior high school students studying in Taipei area are the subjects, there are 76 students in the experiment group who accept the conceptual change teaching, and there are 80 students in the control group who accept the expository instruction teaching. Conceptual understanding is assessed before instruction, immediately after the instruction and four weeks later with the Diffusion and Osmosis Diagnostic Test and the Cell Physiological Phenomenon Achievement Test. During the process of the research, subjects meet the result of the DODT assessed before the instruction through classroom observation, the researcher is able to collect and analyze the data about the alternative conception, then design the conceptual change teaching. The data is expounded of statistical analysis and hermeneu- tical analysis, the findings of the study as follows: 1. The conceptual change teaching can apparently promote the experimental-group students’ achievement. After implementing conceptual change teaching, the scores of the experimental- group students in ”DODT” are apparently better than that of the pre-tests. (T=-6.684, p<0.01), which shows that the conceptual change teaching can really promote students’ achievement. 2. The achievement of experimental-group students are superior to the controlling group students After the experiment, on the scores of “DODT” and “Cell Physiological Phenomenon Achievement Test”, experimental-group students are apparently superior to the controlling group students, which shows that the conceptual change teaching can promote students’ achievement than the expository instruction. 3. The conceptual change teaching and the expository instruction can both promote the students' academic achievement. According to the scores in the ' DODT ' test, the experimental- group students and the control group students are both apparently superior to the pre-test, which shows that both conceptual change teaching and the expository instruction can promote students’ achievements. 4. The conceptual change teaching and the expository instruction both have the learning preserve effect. According to the assess in the ' DODT ' test, the scores four weeks after instruction both in experimental- group students and the control group students are apparently superior to the pre-test, which shows that both conceptual change teaching and the expository instruction have learning preserve effect. 5.the picture and CAI can help students to learn concept. According to the answers of the 1st and 3rd question of the DODT test, we can find that the instruction with pictures and CAI can make increase the portions of correct answers up to 10.6% ~ 11.9%, which is helpful to student’ learning. 6. The effect of the conceptual change teaching is apparently better in learning complicated concepts. According to the answers of the 9th and 10th question of the DODT test, we can find that the conceptual change teaching is efficient in learning complicated concept. The achievement of the experimental group is promoted up to 22.4%~25.0%. 7. The learning of the memory concepts is not necessarily enhanced by the conceptual changing instruction. In this research, we find that the change of the memory concept is not just by the concept-changing instructional activeities. In the process of the instruction, the biology teacher of high school finds that the student's study in the memory concept in the course can be promoted with repetitively teaching. 8. The conceptual changing across ontological is difficult to reach the effect with the conceptual change teaching. The conceptual change teaching has certain influences, but there are some alternative concepts can’t be changed just by the instruction. For instance: all matters in the world can move above the absolute temperature, matter is moved randomly, the conceptual change across ontological is different from the revision of the general concept, so it is comparatively difficult.