Exploring the concept about“Heat” for the 5th graders through the portfolio assessment

• Main Authors: Chang Chung-Wai, 張中外
• Other Authors: 耿筱曾
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/49931745034114792702

碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 94 === This study was based on constructivism theory, applying teaching strategies of “Concept Mapping” and “Dynamic Assessment” and using “Portfolio Assessment” to study the 5th graders’ concept learning and learning portfolio of “heat”. This research is a qualitative research. Twelve students were selected to be interviewed. The related information of research processes was analyzed in depth to study the students’ cognitive processes and concept learning of “the effect on material by heat” and “heat transmission”. This research also interprets conceptual change in concept learning process. Findings were presented as following： 1. The analysis of students’ misconceptions in heat This research diagnoses mainly the misconceptions of heat in students on the topics of “the effect of heat on material”, “thermal expansion”, “heat transmission” and “heat preservation” 2. Students’ concept learning of “heat” Students’ concept learning of “heat” can be divided into (1) learning by reading (2) learning by observing experiments (3) learning by collaboration (4) learning by teachers’ instruction (5) accepting concepts. Students achieve concept learning of “heat” in concept changes through concept increase, concept reconstruction, concept replacement, concept reinforcement. 3. The mechanism of students’ concept changes of “heat” After deeply studying students’ concept learning process of building “heat” concept, the researcher proposes four important mechanisms of students’ concept changes. (1)observation: can memorize the concept by observing experiments (2) understanding: can understand the concept by thinking the processes of experiments (3) knowledge: can build the concept by analogizing and integrating (4) application: can refine and reconstruct the concept ,which can be applied to other fields. This research also finds the key factors of concept change including (1) students’ preconceptions or prior experiences (2) teachers’ teaching strategies (3)effective assessments (4)meaningful group collaborations (5) students’ learning motivation and attitudes (6) students’ learning strategies (7) effective integration of curriculum, teaching and assessments.