INVESTIGATING 6tH GRADE CONCEPT LEARNING ON “BURNING” BY USING STRATEGIES OF CONCEPT MAPPINGWITH DYNAMIC ASSESSMENT

• Main Authors: WANG GUANG PING, 王光平
• Other Authors: 耿筱曾
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/51927905965544026519

碩士 === 國立台北師範學院 === 自然科學教育研究所 === 93 === ABSTRACT Based on the theory of Constructivism using Concept Mapping with Dynamic Assessment (CMDA) as teaching strategies, this study mainly investigated sixth graders conceptual learning on “burning.” Following a prototype of qualitative research, all informational data, including pre-tests, post-tests, conception mapping, interviewing and note taking, data was assembled from the researcher’s teaching class. Interview data was collected from eight selected students to participate in activities related to this research. After three times discussing and interviewing students, data were analyzed qualitatively. A delayed study on student learning was given one month later. The consequences and findings are: 1. Student misconceptions of “burning:” Before conducting the study, student misconceptions on “burning” were (a) confused at the cognition of ignition point; (b) misunderstood the materials of combustion enhancer; (c) unable to identify combustion; and (d) lack of knowledge on fire extinction. 2. Advantages and limitations of using CMDA in teaching: The advantages of using CMDA in teaching were to (a) enable diagnostic student thinking; (b) offer students a skill of concept mapping and to enhance their learning motives; (c) help students concentrate on their learning curriculum; (d) provide students successful learning experiences and increase their confidence in learning; (e) contribute to student opportunities with clear active misconceptions; (f) extend better interaction between teachers and students; (g) assist student understanding conceptions; and (h) influence other students indirectly by using CMDA’s terminology. On the other hand, the limitations of using CMDA in teaching appear when (a) student learning habits and attitudes are influenced by the effectiveness of CMDA; (b) students are misled by other peers’ wrong conceptions which caused misunderstanding in learning; (c) the limit of time affect the strategies of CMDA; and (d) teachers give different directions to students. 3. Student concept learning and conceptual change: The type of student concept learning are eight different categories of concept (a) reservation; (b) addition; (c) abandoning; (d) increasing; (e) replacing; (f) accepting; (g) developing; and (h) constructing. 4. Student delayed study effect: From the results of student delayed study, CMDA can make deep impressions on student concept modifying, and their concept learning on “burning” lasts longer than expectation. As a whole, a positive image of CMDA is given by students and a clear framework is deeply marked in student minds when retracting the whole learning process of combustion conceptions. key words：concept mapping , dynamic assessment ,concept learning , burning , CMDA(Concept Mapping with Dynamic Assessment)