| Summary: | 碩士 === 國立彰化師範大學 === 物理學系 === 94 === The study of integrating analogical learning cycle into
teaching for overcoming students’electrical misconceptions
at junior high level.
Abstract
The main purpose of this study was to investigate the transforming on the electrical misconceptions of students who were taught with the analogical learning cycle materials and in cooperative learning ways, and so do the students of the different cognitive levels.
With quasi-experiment research, four classes were chosen from a third junior high school graders in the center part of Taiwan. The two classes was assigned to experimental group and the others was being control group. The experimental group was taught by the researcher with the analogical learning cycle materials in cooperative learning processing. The control group was still taught by their present physical-science teachers with general context books in narrating processing. Each group was given the group assessment of logical thinking test(GALT) and electrical misconceptions diagnostic test to compare the two groups about electrical misconceptions transforming, and so do the students of different cognitive levels. Collecting and analysing the qualitative data which includes classroom observing, vedio and sound recording, interviewing and student’s worksheets help to understand deeply about student’s conceptual change.
The results were found as follows:
1.The experimental group which was taught with analogical
learning cycle performed significantly better than the
control group which was taught with general context books.
2.Teaching with analogical learning cycle had significant
effect for transitional level students to overcome
electrical misconceptions.
3.The analogical learning cycle which refers to four
analogical mechanism of identification, retrieving,
mapping and evaluation helped students to overcome
electrical misconceptions.
4.Teaching with the analogical learning cycle can
efficiently help students to overcome eight kinds of
electrical misconceptions which are「the voltage between
two points equals to the voltage of battery in the series
circuit」、「electric current consumed」、「electric
current distribution」、「electric current sequential
covered」、「battery put out stable electric current」、
「battery use life」、「electric current and electric
energy confused」and「the resistor in the series and
parallel circuits」.
5.Teaching with traditional methods and general context
books can not overcome four kinds of electrical
misconceptions which are「electric current distribution
」、「electric current sequential covered」、「battery
put out stable electric current」and「battery use life」.
6.Teachers need to definitely perform the analogical
learning cycle which refers to identification,
retrieving, mapping and evaluation and examine carefully
to prevent from new misconceptions.
Key words: analogical learning cycle, electrical
misconceptions,conceptual change.
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