Using “dry ice” as topic to study a teaching module integrated into the Science and Technology Areas teaching

• Main Authors: KAO YU LING, 高玉齡
• Other Authors: 楊慶成
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/18321811668814848856

碩士 === 國立高雄師範大學 === 化學系 === 94 === The purpose of the study aims to design a teaching module and investigate its effects on the learning achievement and attitudes of junior high school students. The subjects are 3rd grade students from a junior high school in Kaohsiung City. The topic of the module is “dry ice” and it is put into practice through laboratory teaching and cooperative learning. The students have already learned about the content of the module in the textbook of Science and Technology. The main results of the study are as follows. 1. The design of the module is based on the students’ prior knowledge and the content of the module is practical, interesting and flexible. Besides, the module emphasizes “learning by doing,” so the students can develop their science skills and abilities in the process of the teaching experiment. 2. Each of the groups takes the pretest and posttest of learning achievement before and after the experiment. Then, the data is analyzed with the dependent sample T-test and the P-value is 9.7×10-3. The result shows that the students have significant progress after the module experiment, especially the high-achievers and the mid-achievers. 3. This study adopts the Likert-Scale five-point measure questionnaire to explore the learning attitudes of the students. According to the results of the questionnaire, the average score of the students is 4.25. Most students express positive attitudes toward the application of the module experiment. They find that they can understand the science concepts better by doing this kind of experiment themselves. 4. In addition, the researcher interviews the students to explore whether the concepts they have learned in this module are helpful when they take tests. It is found that the high-achievement students can apply the concepts to the tests correctly. The mid-achievers use the concepts in the wrong way, while the low-achievers cannot match the concepts and the test questions.