以小組互動式動態評量探討國二學生在酸鹼鹽單元概念改變之研究

• Main Author: 陳志銘
• Other Authors: 徐順益
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/95499568247348859880

碩士 === 國立彰化師範大學 === 科學教育研究所 === 94 === The purpose of this study is to overcome the misconceptions of acids-bases-salts for eighth grade students in Taichung by using a conceptual change learning. This study is to proceed quasi-experiment. Students in the experimental group, art-gifted students in grade eight, use the dynamic assessment based on group learning interaction, and students in the control group, group A students in grade eight, use the traditional teaching approach. The steps of the study are to (1).analyze the pre-test datas of two-tier diagnostic test, (2).examine students’ major misconceptions of acids-bases-salts, (3).design the learning materials of acids-bases-salts including four learning sheets of dynamic assessment, (4).instruct with the dynamic assessment based on group learning interaction for a month. Data collection includes students’ scores of two-tier diagnostic test of acids-bases-salts（pre and post）, the learning sheets of dynamic assessment, students’ scores of the achievement test（pre and post）。The findings are found as following： 1. Students’ learning effect of the experimental group is better significantly than the control group on overcoming the misconceptions about acids-bases-salts. 2. Students’ learning effect of the experimental group is better significantly than the control group about our among these nine proposition statements, including the neutralization of acids and bases, the ionization of electrolyte, the strength of acids and bases, and the ionization of water. 3. Students’ learning effect of the experimental group is better than the control group about overcoming the misconceptions of process category on Chi’s ontology. 4. No matter whether students are in the experimental group or in the control group, it is easy within ontological conceptual change, but it is hard across ontological conceptual change. 5. Students’ learning effect of the experimental group is better significantly than the control group on the achievement test of acids-bases-salts.